Understanding the SACCADE™ model

The SACCADE™ model

SACCADE™ is a theoretical model of autism based on the hypothesis of the Internal Structure of Autistic Thought [1, 2]. The hypothesis was initially borne from Brigitte Harrisson's experience as an individual with autism.

The SACCADE™ model developed from a collaboration between Brigitte Harrisson and Lise St-Charles who, together, have decades of professional experience working with people with autism. Their clinical observations concerning the distinct ways that individuals with autism process information and learn and interact have helped shape and inform the SACCADE™ model.

SACCADE™ provides a holistic understanding of autistic functioning. Our emerging model is continually refined according to the latest research data in both neuroscience and cognitive science to propose a perspective of the typical evolution of autistic manifestations.

The SACCADE™ model is also a neurodevelopmental intervention model that offers cognitive and remedial pedagogical interventions, including using a written code called the SACCADE Conceptual Language™ (SCL™). Our model allows people with autism to access information, communication, and the perception of emotions.

Our unique and comprehensive intervention model has been garnering clinical success since 2007!

The SACCADE™ acronym

SACCADE™ is a French-language acronym that stands for "Structure et Apprentissage Conceptuel Continu Adapté au Développement Évolutif," or, in English, the Structure and Continuous Conceptual Learning Adapted to Evolutionary Development.

SACCADE™ is focused on harmonizing the development of the autistic structure and on the professional development of intervention specialists and others who may work with autistic individuals. Building bridges and fostering collaboration between professionals, parents, and individuals with autism is central to our model.

Supporting Autistic Individuals: The Current State of Knowledge and the Role of the SACCADE Model

Official recommendations on autism, whether from local organizations such as, in Quebec, the Institut national d’excellence en santé et en services sociaux (INESSS) —the National Institute of Excellence in Health and Social Servies—or international organizations such as, in France, the Haute Autorité de santé (HAS) —the French National Authority for Health—play an essential role in guaranteeing quality support that respects the needs, rights, and choices of autistic individuals (HAS, 2026; INESSS, 2021).

Today, experts agree on a central observation: no single method or approach has yet proven effective to support all autistic people. As noted by the international Lancet Commission of experts, available evidence does not allow us to determine with certainty when or how which interventions work for whom, and with what long-term outcomes (Lord et al., 2022). This reality, now widely recognized by both the scientific community and autistic people themselves, has led to an international consensus in favor of individualized, multimodal, and evolutionary approaches (Leadbitter et al., 2021; Pellicano & den Houting, 2022; Lord et al., 2022).

In this context of scientific uncertainty, best practices recommend a pragmatic and nuanced approach, combining available data, clinical judgment, and the expertise of autistic people, as well as their families and caregivers in order to prioritize the support, wellbeing, communication, autonomy, and quality of life of autistic individuals (HAS, 2026; INESSS, 2021).

Guiding Principles for Best Practices in Autism

Current guidelines in Quebec, France, and the United Kingdom, among other countries, show a strong convergence around the following key principles (NICE, 2013; INESSS, 2021; HAS, 2026; Autism CRC, 2020).

Early and Longterm Interventions

Support should be offered at the first signs of a potential autism spectrum condition without waiting for a formal diagnosis. Moreover, this support should be adapted over the course of the autistic individual’s life. Particular attention should be paid to transition periods (starting school, adolescence, transition to adulthood) to avoid any breaks in the trajectory of support (Hyman et al., 2020; HAS, 2026; Lord et al., 2022).

Adopting a Comprehensive and Coordinated Approach

Support must cover all areas of the autistic person’s functioning including communication, autonomy, learning, socio-emotional areas, sensory reactivity, as well as both mental and physical health, by combining several complementary support modalities. These interventions must be coordinated among both professionals and family and/or caregivers to create a coherent, stable, and understandable environment, as well as to prevent breaks in the trajectory of support (HAS, 2026; Lord et al., 2022).

Focus on Communication (AAC)

Offering each autistic person an appropriate means of communication without delay is a fundamental priority of support (HAS, 2026; INESSS, 2021). Current recommendations emphasize that any intervention approach must include a personalized component aimed at improving communication—without requiring any prerequisites. When speech does not allow for functional expression, the use of Alternative and Enhanced Communication (AAC) —pictograms, visual aids, gestures, written or digital tools—is essential to reduce frustration, encourage exchanges, and support the development of communication, including language (HAS, 2026; INESSS, 2021; ISAAC).

Collaborate Closely with Parents and Caregivers

Families and caregivers are recognized as full partners in an autistic person’s support network. Best practices recommend information, training, and guidance for parents and caregivers to promote the generalization of strategies in living environments, while helping family members not become overwhelmed or exhausted (HAS, 2026; INESSS, 2021).

Promoting Inclusion and Quality of Life

The objectives of the interventions go beyond the mere reduction of observable challenges. They include concrete criteria such as autonomy, social participation, as well as the autistic person’s wellbeing and satisfaction. This orientation is in line with the neurodiversity paradigm, which values respect for autistic functioning and the recognition of differences, rather than a desire for “normalization” (Leadbitter et al., 2021; Pellicano & den Houting, 2022).

Adapting Physical and Sensory Environments

Current recommendations emphasize the importance of adapting both physical and sensory environments of autistic individuals in order to respect their autistic condition and promote their wellbeing, receptivity, and participation (HAS, 2026; INESSS, 2021; Lord et al., 2022; NICE, 2013; Tola et al., 2021). The design of the premises aims to reduce sensory overload and make the environment more understandable and predictable.

The SACCADE Model Aligns with Best Practices

It is within this framework of international consensus—which values individualization, communication, quality of life, and respect for autistic functioning—that the SACCADE model belongs (HAS, 2026; INESSS, 2021; Lord et al., 2022).

The SACCADE model is a structured neurodevelopmental framework specifically dedicated to the support of autistic people. It is based on principles that are consistent with current best practices: respect for autistic needs, individualized support, continuous adjustment according to the person’s evolution, and consideration for their environment (HAS, 2026).

A central element of the SACCADE model is the systematic integration of visual aids, particularly through the SACCADE Conceptual Language (SCL) . Developed by and for autistic individuals, the SCL draws on skills commonly seen in autism—such as visual thinking, visuospatial analysis, and detailed information processing—to structure understanding, i.e., to make conceptual connections explicit and stabilize meaning using visual aids, to support reflection and generalization, and to facilitate reciprocal communication (Harrisson & St-Charles, 2012 ; Brabant & Moreau, 2023). Its use is part of a personalized, multimodal, and evolving approach, in addition to other means of communication for the person, as recommended by current best practices (HAS, 2026; INESSS, 2021).

The SACCADE model is individualized and evolving: the content, intensity, and modalities of support are determined according to each person’s strengths, needs, and priorities. The SACCADE model is integrated in complementarity with other educational, developmental, cognitive, or behavioral approaches, depending on what is most relevant to the individual, as recommended by best practices (INESSS, 2021; Lord et al., 2022).

In accordance with the recommendations on the adaptation of the environment, the SACCADE model considers the layout of the premises as an essential component of the support. The environment is structured and comprehensive to consider the perceptual characteristics of autism to reduce cognitive effort and support the individual’s well-being and development.

The SACCADE model is also focused on supporting the autistic person’s wider network, including family, caregivers, and professionals. It provides training for parents and professionals to promote an understanding of autistic needs and common and consistent communication and support strategies in different living environments. This approach contributes to strengthening the continuity of learning and guaranteeing the autistic person’s fundamental right to communication and self-determination (HAS, 2026; ISAAC).

Finally, the SACCADE model is part of an approach that respects neurodiversity. It does not aim to eliminate autistic particularities, but to understand their meaning and to help autistic individuals better cope with their environment, with a view to developing autonomy, self-esteem, and quality of life (Leadbitter et al., 2021; Pellicano & den Houting, 2022).

In Summary

Current knowledge in autism underscores the need for greater scientific humility and a strong ability to adapt clinically. Best practices are based on the individualization of supports, attention to communication, family involvement, coordination of interventions, and respect for autistic functioning (Lord et al., 2022; INESSS, 2021; HAS, 2026).

In this perspective, the SACCADE model proposes a concrete and structured translation of these principles, offering tools and approaches that support the communication, understanding, and self-management of autistic people. It is part of a logic of support consistent with the current state of knowledge, while pursuing a process of evaluation and continuous improvement, in the service of autistic people and their quality of life.

The Scientific Status of the SACCADE Model

The scientific status of the SACCADE model is still under development. No large-scale controlled studies have yet been published to measure their effectiveness, which explains why, in its 2014 and 2021 reports, the INESSS indicates that a lack of evidence did not allow for a formal assessment of the effectiveness of SACCADE interventions. Nevertheless, throughout the consultations conducted, stakeholders considered some of the support measures proposed in this context relevant and acceptable for the Quebec context.

This assessment is in line with the findings of several experts consulted as part of the review of the HAS recommendations published in 2026 (HAS expert analysis report, 2026). For example, several medico-social establishments and services (known as the ESMS—Établissement ou Service Social et Médico-Social—the Social and Medical-Social Establishment or Service) that have integrated the SACCADE model into the framework of their institutional project present favorable HAS evaluations, associated with a high level of satisfaction among professionals and families (HAS expert analysis report, p.106).

In 2026, the HAS classified the SACCADE model as a “non-recommended” approach, due to a lack of sufficient empirical data to formally assess its effectiveness. However, it is essential to emphasize that this ranking does not call into question the model’s conceptual foundations, which are consistent with the principles of best practices in autism recognized by both the HAS and international organizations (HAS, 2018; HAS, 2026; INESSS, 2021; Lord et al., 2022).

The current non-recommendation is based exclusively on insufficient evidence, not on incompatibility with the principles of ethics, safety, individualization, communication support, or respect for autistic functioning. In this context, the SACCADE model can be considered as a support option consistent with the current state of knowledge, to be deployed with caution and in a logic of continuous evaluation.

It should be remembered that today, international experts agree on the following critical observation: there is no single support method that is effective for all autistic people. As noted by the Lancet Commission of experts (Lord et al., 2022), it is not possible to determine, based on current evidence, “which interventions work for whom, and when, and which in turn have implications for what needs to be evaluated.” (Lord et al., 2022, p. 273).

Despite the lack of clinical trials on the SACCADE model, several preliminary results are encouraging. Four recent qualitative studies have examined the effects of the SACCADE model and the use of the SCL. The studies include field research published in a peer-reviewed journal as well as three university dissertations. Each of these studies have reported the positive clinical effects of the model, including but not limited to: improved communication (expressed and understood), reduced frustration and distressing behaviors, better autonomy in daily tasks, and an increased sense of competence among both parents and trained professionals (Chamak, 2016; Brabant & Moreau, 2023; Rucin & Stella, 2024; Joubert, 2025).

For example, in the survey by Brabant and Moreau (2023) conducted in a special education setting, stakeholders and parents believe that “The SCL is a valuable tool for the development of effective communication between the autistic student and their teacher.” Similarly, Rucin and Stella (2024) , in a speech therapy thesis, observe that after SCL training, parents feel better equipped to interact with their autistic child, and that the child shows less confusing or anxious behaviors related to misunderstandings.

In addition, the data currently available includes a quantitative study reporting that the use of the SCL (as an AAC system and as a means of cognitive remediation) in autistic children with greater developmental challenges, combined with other means of support from the SACCADE model adapted to the condition of autism, was associated with greater developmental gains than those observed in children who received other standard care. This study is cited as: Lacoste, S. et al. (2026). These results will need to be confirmed on a larger sample and by prolonged follow-up, but they already suggest a positive impact of the SACCADE model on important dimensions of development.

Thus, from a neurodevelopmental approach, the SACCADE model is an emerging model and currently in a phase of gradual recognition. Its alignment with the quality criteria of the recommendations (early, comprehensive, and personalized interventions, communication support, family involvement, respect for neurodiversity) is documented by the experts themselves. The only obstacle to its integration into official recommendations is the lack of strong empirical evidence to date, and not an incompatibility with validated principles.

On the contrary, the SACCADE model represents an innovative concretization of these principles: it offers autistic individuals a means of visual communication to make themselves understood and reflected (SCL), as well as offering families and professionals alike practical tools to structure the autistic person’s environment and learning, and places the focus on the quality of life and autonomy of autistic people at the heart of its objectives. As new scientific evidence becomes available, the SACCADE model may see its status evolve, strengthening the range of recommended interventions. In the meantime, initial observations suggest that this is a promising support option consistent with the current state of knowledge in autism to be deployed with the required caution for any innovation while continuing to evaluate its effects.

References

Autism CRC. (2020). National guideline for the assessment and diagnosis of autism spectrum disorders in Australia. Autism CRC Ltd.
Brabant, F., & Moreau, A. C. (2023). Le Langage SACCADE Conceptuel en tant que stratégie de communication novatrice avec des élèves autistes: Point de vue d’intervenantes et de parents. Revue hybride de l’éducation, 7 (1), 295–317.
Chamak, B. (2016). Accompagnement d’enfants et d’adolescents autistes: Un SESSAD innovant en Moselle. Revue française des affaires sociales, (2) , 141–156.
Harrisson, B., & St Charles, L. (2012). Hypothèse du fonctionnement interne de la structure de pensée autistique. Psychologie & Éducation, (2) , 69–84.
Haute Autorité de santé. (2018). Autisme: interventions éducatives et thérapeutiques coordonnées chez l’enfant et l’adolescent. HAS.
Haute Autorité de santé. (2026). Autisme: recommandations de bonnes pratiques professionnelles. HAS.
Hyman, S. L., Levy, S. E., & Myers, S. M. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145 (1), e20193447.https://doi.org/10.1542/peds.2019-3447
INESSS (Institut national d’excellence en santé et en services sociaux). (2021). Trouble du spectre de l’autisme: interventions et organisation des services. Gouvernement du Québec.
ISAAC (International Society for Augmentative and Alternative Communication). (s. d.). Augmentative and alternative communication (AAC) . https://www.isaac-online.org
Joubert, S. (2025). Favoriser l’accessibilité du savoir en présence du fonctionnement autistique : Pour enseigner et apprendre en langage autistique, analyse et impact d’un outil visuel (Thèse de doctorat). Université catholique de Paris.
Leadbitter, K., Buckle, K. L., Ellis, C., & Dekker, M. (2021). Autistic self-advocacy and the neurodiversity movement: Implications for autism early intervention research and practice. Frontiers in Psychology, 12, 635690. https://doi.org/10.3389/fpsyg.2021.635690
Lord, C., Charman, T., Havdahl, A., Carbone, P., Anagnostou, E., Boyd, B., … McCauley, J. B. (2022). The Lancet Commission on the future of care and clinical research in autism. The Lancet, 399(10321), 271–334. https://doi.org/10.1016/S0140-6736(21)01541-5
National Institute for Health and Care Excellence. (2013). Autism spectrum disorder in under 19s: Support and management (Clinical guideline CG170). NICE. https://www.nice.org.uk/guidance/cg170
Pellicano, E., & den Houting, J. (2022). Annual Research Review: Shifting from “normal science” to neurodiversity in autism science. Journal of Child Psychology and Psychiatry, 63 (4), 381–396. https://doi.org/10.1111/jcpp.13534
Rucin, A., & Stella, D. (2024). Evaluation of the effects of the SACCADE ConceptualLanguage on the communication skills and quality of life of autistic people (Speech therapy memory). University of Montpellier.
Tola, G., Talu, V., Congiu, T., Bain, P., & Lindert, J. (2021). Built environment design and people with autism spectrum disorder (ASD): A scoping review. International Journal of Environmental Research and Public Health, 18 (6), 3203. https://doi.org/10.3390/ijerph18063203

Why develop a new intervention model in autism?

"What's worse than being autistic? Not having the right to be."
—Brigitte Harrisson

At SACCADE™, we've been struck by the fact that a variety of factors surrounding an autism diagnosis have long caused a great deal of suffering both to those living with autism and those who surround them.

People with autism have often been subjected to inappropriate interventions, as their true needs have frequently remained a mystery. These measures have essentially oriented them towards a "non-autistic" or "neurotypical" mode, which has resulted in people with autism learning things by rote, rather than from any intrinsic understanding. This in turn can generate anxiety, create a host of behavioral disorders, provide inadequate educational support, and result in a lack of employability. Together, these consequences of inappropriate interventions can ultimately lead to a significant imbalance in an autistic person's quality of life.

Today we have a better grasp of the nature of the autistic condition, and with the emergence of a new, more organic, neurobiological understanding of autism, we can change our approach, understand, and empathize with the genuine challenges faced by people with autism [16].

Now more than ever it's essential that we recognize that people with autism have fundamental rights to education, solidarity, and full inclusion in society—something which their extreme vulnerability may have prevented them from claiming earlier.

SACCADE's founding principle is that understanding the true, unique needs of autistic individuals is essential for an adapted intervention. At SACCADE™, we're at the service of people with autism, and every individual with autism is at the heart of what we do.

More information about the SACCADE™ model

Reference

References:

Harrisson B. La fragmentation cohérente intégrée. [Unpublished monograph] Quebec City; 1992.
Harrisson B, St-Charles L. L'autisme, au-delà des apparences. Quebec City: Concept ConsulTED; 2010.
Institut national d'excellence en santé et en services sociaux (INESSS). L'efficacité des interventions de réadaptation et des traitements pharmacologiques pour les enfants de 2 à 12 ans ayant un trouble du spectre de l'autisme (TSA). Quebec City: Gouvernement du Québec; 2014.
Institut national d'excellence en santé et en services sociaux (INESSS). Trajectoires de services menant à l'évaluation diagnostique des troubles neurodéveloppementaux chez les enfants de la naissance à sept ans. Quebec City: Gouvernement du Québec; 2021.
St-Charles Bernier C, Tremblay I, St-Charles L, Harrisson B. L'autisme vu comme trouble neurodéveloppemental de la conscience selon l'hypothèse du Fonctionnement interne de la structure de pensée autistique (FISPA). Neuropsychiatrie de l'enfance et de l'adolescence. 2022;2:1-6.
Harrisson B, St-Charles L. Hypothèse du fonctionnement interne de la structure de pensée autistique. Psychologie et éducation. 2012;2:69-84.
Ordre des psychologues du Québec. Lignes directrices: les troubles du spectre de l'autisme, l'évaluation clinique. Montreal: Collège des médecins du Québec; 2012.
Sandbank M, Bottema-Beutel K, Woynaroski TG. Intervention recommendations for children with autism in light of a changing evidence base. JAMA pediatrics. 2021;174(4):341-342.
Ospina MB, Krebs Seida J, Clark B, Karkhaneh M, Hartling L, Tjosvold L, et al. Behavioral and developmental interventions for autism spectrum disorder: a clinical systematic review. Public library of science one. 2008;3(11).
Prizant BM, Wetherby AM. Understanding the continuum of discrete-trial traditional behavioral to social-pragmatic developmental approaches in communication enhancement for young children with autism/PDD. Seminars in speech and language. 1998;19(4):329-353.
Sandbank M, Bottema-Beutel K, Crowley S, Cassidy M, Dunham K, Feldman JI, et al. Project AIM: autism intervention meta-analysis for studies of young children. Psychological bulletin journal. 2020 Jan;146(1):1-29.
Vygotsky l. Mind and society. Cambridge: Harvard University Press; 1978.
Barth B-M. L'apprentissage de l'abstraction. Paris: Retz; 2013.
Courchesne V, Nader A-M, Girard D, Bouchard V, Danis E, Soulières I. Le profil cognitif au service des apprentissages: optimiser le potentiel des enfants sur le spectre de l'autisme. Revue québécoise de psychologie: les troubles neurodéveloppementaux. 2016;37(2):141-173.
Mottron L. Should we change targets and methods of early intervention in autism, in favor of a strengths-based education? European child and adolescent psychiatry. 2017;26(7):815-825.
Comité consultatif national d'éthique pour les sciences de la vie et de la santé. AVIS Nº102 Sur la situation en France des personnes, enfants et adultes, atteintes d'autisme. Paris: CCNE; 2007.

References that cite the SACCADE™ model and its theoretical hypothesis include:

St-Charles Bernier C, Tremblay I, St-Charles L, Harrisson B. L'autisme vu comme trouble neurodéveloppemental de la conscience selon l'hypothèse du Fonctionnement interne de la structure de pensée autistique (FISPA). Neuropsychiatrie de l'enfance et de l'adolescence. 2022;2:1-6.
Chamak B. Accompagnement d'enfants et d'adolescents autistes: un SESSAD innovant en Moselle. Revue française des affaires sociales. 2016;2:141-156.
Harrisson B, St-Charles L. L'autisme, au-delà des apparences. Québec: Concept ConsulTED; 2010.
Harrisson B, St-Charles L. Hypothèse du Fonctionnement interne de la structure de pensée autistique. Psychologie et éducation. 2012;2:69-84.
Harrisson B, St-Charles L. La structure de pensée autistique et la scolarisation. La nouvelle revue de l'adaptation et la scolarisation. 2012;60:59-74.
Phillip C. L'autisme, au-delà de la triade. La nouvelle revue de l'adaptation et de la scolarisation. 2012;60:75-88.

In addition, the following articles about the SACCADE™ model have been authored by professionals and/or researchers in the field of autism:

The action research carried out by Beaupré and Bouchard (Beaupré P, Bouchard G. Faciliter la transition du primaire au secondaire des élèves ayant un TSA par le transfert des connaissances. L'express. 2014;7:28), which makes use of the SACCADE™ intervention tools, has been published in the Revue de la Fédération québécoise de l'autisme. The SACCADE Conceptual Language™ (SCL™) was therefore studied in an educational context in three classes adapted for children with autism.
The SACCADE™ training received by both school professionals and parents has also been taken into account. The transition to high school was targeted as a goal to reduce associated anxiety. Despite the lack of any precise data to date on the SACCADE Conceptual Language™ (SCL™), the conclusion of the Revue de la Fédération québécoise de l'autisme study calls for innovative intervention methods, including SACCADE™.
Arsenault and Gingras describe the SACCADE™ model in an article entitled: "Piste d'intervention en information et en orientation pour une clientèle ayant un trouble du spectre autistique" in the Revue l'Information. (Arsenault N, Gingras M. Pistes d'intervention en information et en orientation pour une clientèle ayant un trouble du spectre de l'autisme. L'informateur. 2014 Dec; 6(2):11-19.)

What is Autism Spectrum Disorder (ASD)?

Autism spectrum disorder