From interdisciplinary to integrated care of the child with autism: the essential role for a code of ethics.
A shared ethics code can glue autism teams together, but only if you keep it short, living and visible.
01Research in Context
What this study did
Cox (2012) wrote a position paper. It asked, 'What keeps autism teams from working as one?'
The author sketched a draft ethics code. The goal was to bind ABA, speech, OT, teachers and doctors around shared values.
What they found
No data were collected. Instead, the paper lists ten shared principles like respect, evidence and family choice.
It claims a single code will cut turf wars, reduce parent confusion and lift program quality.
How this fits with other research
Henderson et al. (2023) picks up the same baton. Their 2023 review updates the 2012 plea with new barriers and solutions, acting as a direct successor.
Gasiewski et al. (2021) narrows the lens to BCBA-OT pairs. They give concrete teamwork tools that the 2012 paper only imagined.
Rodriguez et al. (2023) adds a fresh layer. They fold 'radical compassion' into the ethics mix, showing the framework keeps growing.
Vivanti et al. (2025) points to a stubborn gap. Even if teams sign an ethics code, misaligned payment rules can still block joint care.
Why it matters
You do not need another policy manual on the shelf. You need a one-page team charter that every discipline signs at intake. Write it with parents, list shared values, and review it each quarter. This simple act turns the 2012 dream into Monday morning reality.
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02At a glance
03Original abstract
To address the developmental deficits of children with autism, several disciplines have come to the forefront within intervention programs. These are speech-pathologists, psychologists/counselors, occupational-therapists/physical-therapists, special-education consultants, behavior analysts, and physicians/medical personnel. As the field of autism therapy moves toward a more comprehensive, holistic and interdisciplinary model, the complexity of an interdisciplinary service delivery model could pose significant challenges. The difficulty of carrying out this approach could lead to sub-par programs being established. With integration among the disciplines a necessity, the ethical principles and language common to all the contributing disciplines is argued as the appropriate integrating force. An outline of these principles and a draft code of ethics are offered to introduce high standards and expectations for all participating in such a program.
Journal of autism and developmental disorders, 2012 · doi:10.1007/s10803-012-1530-z