Introduction. Conditions in which speech therapy treatment is applied in
autistic children are often not in accordance with characteristics of
opinions and learning of people with autism. A systemic multimodal approach
means motivating autistic people to develop their language speech skill
through the procedure which allows reliving of their personal experience
according to the contents that are presented in the their natural social
environment. This research was aimed at evaluating the efficiency of speech
treatment based on the systemic multimodal approach to the work with autistic
children. Material and Methods. The study sample consisted of 34 children,
aged from 8 to 16 years, diagnosed to have different autistic disorders,
whose results showed a moderate and severe clinical picture of autism on the
Childhood Autism Rating Scale. The applied instruments for the evaluation of
ability were the Childhood Autism Rating Scale and Ganzberg II test. The
study subjects were divided into two groups according to the type of
treatment: children who were covered by the continuing treatment and systemic
multimodal approach in the treatment, and children who were covered by
classical speech treatment. Results. It is shown that the systemic multimodal
approach in teaching autistic children affects the stimulation of
communication, socialization, self-service and work as well as that the
progress achieved in these areas of functioning was retainable after long
time, too. Conclusion. By applying the systemic multimodal approach when
dealing with autistic children and by comparing their achievements on tests
applied before, during and after the application of this mode, it has been
concluded that certain improvement has been achieved in the functionality
within the diagnosed category. The results point to a possible direction in
the creation of new methods, plans and programs in dealing with autistic
children based on empirical and interactive learning.