Leo Kanner, first described autism, in 1943, as a serious pathological emotional disturbance. Kanner attributed failed parental bonding, particularly mother-child bonding, as contributing to the nature of autistic disorder. Kanner’s original theory of a biological association was gradually changed to notions of psychogenic origin (Howlin, 1987). Since Kanner’s original description, there have been endless theories and changes to these theories about the etiology of autism (Howlin, 1987). According to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), Autism is characterized as a developmental disorder with multiple unknown biological etiologies, with impairment in reciprocal social interaction, impairment in communication and imaginative activity and markedly restricted repertoire of activities and interests.

There are “additional associated” features that include stereotypical mannerisms, sleep disturbances, sensory dysfunction, mental retardation, and uneven cognitive development (Ritvo & Freeman, 1984; Simeonsson et al., 1987; DSM-IV, 1994).
There is extensive emphasis on early recognition and detection of the course of autistic disorder for treatment and intervention. Understanding the course of autism is essential to determine success of remedial effects. Changing theories of autism have significantly impacted styles of treatments available to serve children and families with autism.

Psychogenic theories stress psychotherapeutic approaches aimed at fostering dydadic relations (Bettleheim, 1967). Autism as a form of schizophrenia stressed pharmacological treatment that includes convulsive therapy, and/or electrical shock therapy (Singer & Wynne, 1963). Another theory included viewing autism as a cognitive and developmental disorder that emphasized language proficiency and intelligence. Here, intervention focused on language related intellectual skills, social communication, and educational programmes (Rutter & Lockyer, 1967; Rutter , 1983; Frith, 1971, 1972).

Behavioral theories later became increasingly popularized emphasizing behaviorally based methods using learning principles to increase or decrease behaviors (Wolpe, 1958; Eysenck, 1960). Behavioral therapies aim to alter the course of a behavior or teach new behaviors by using operant methodology. The effectiveness of operant procedures in ameliorating maladaptive behaviors has been publicly recognized (Lovaas, 1972; Koegel & Rincover, 1974).