MULTIDISCIPLINARY TEAM REHABILITATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER: A NARRATIVE REVIEW

Abstract

Autism Spectrum Disorder (ASD) is a lifelong heterogeneous neurodevelopmental condition affecting the social communication skills of an individual. Another hallmark feature of the condition is repetitive behavior and/or activities. Some individuals with ASD also have sensory processing disorders and comorbidity inclusive of language difficulties, epilepsy and attention deficits, among others. Because these domains interact in a diverse manner, single-discipline intervention models often provide fragmented support and may fail to address the full developmental profile of children with ASD. This narrative review examines the effectiveness of multidisciplinary rehabilitation as a coordinated framework for improving outcomes among children with ASD, with particular attention to communication, adaptive behavior, educational participation, family-centered care, and service delivery in African and Kenyan contexts. The review synthesizes contemporary diagnostic, theoretical, and intervention literature, including evidence related to DSM-5-TR conceptualization, comorbidities and multiple disabilities, the International Classification of Functioning, Disability and Health, ecological and biopsychosocial models, interprofessional collaboration, and participation-based rehabilitation. Evidence from systematic reviews, meta-analyses, and practice guidelines indicates that coordinated multidisciplinary intervention improves communication development, adaptive functioning, social participation, educational engagement, caregiver confidence, and quality of life when strategies are implemented consistently across home, school, clinical, and community settings. Effective teams include pediatricians, psychologists, speech-language pathologists, occupational therapists, physiotherapists, special needs educators, behavior specialists, social workers, nutritionists, caregivers, and community partners, each contributing complementary expertise toward shared functional goals. The review also identifies persistent implementation barriers, including workforce shortages, fragmented systems, limited financing, weak referral pathways, and inequitable access in low-resource settings. The article concludes that multidisciplinary rehabilitation is the most comprehensive and ethically responsive framework for supporting children with ASD because it integrates clinical, educational, family, and community priorities while promoting participation, inclusion, independence, and long-term developmental outcomes.