Early Intervention in Autism (original) (raw)
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Pediatrics, 2015
This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged <3 years, based on peer-reviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on "teachable moments," and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8- to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on...
Early Intervention on Autism: What Do We Need to Know
Psychology, 2020
The early intervention on Autism Spectrum Disorders (ASD) is the best treatment and most efficient to improve core signs of this neurodevepmental disorder. Specially, before two years-old, specifics methods and approach-ments can move your prognostic and preserve cognitive aspects, QI size, language and emotional self-regulation. What step-by-step is necessary to suspect and confirm ASD diagnosis? This paper resumes and describes succinctly the diagnostical assessment and therapeutics around early intervention on autism.
Language, Speech, and Hearing Services in Schools, 2003
Providing intensive early intervention is critical to maximizing outcomes for children with autism spectrum disorder (ASD), and evidence suggests that the earlier intervention can begin, the better the outcome. The first purpose of this article is to review the earliest indicators of ASD in very young children—social and communication impairments—which have important implications for early identification. The second purpose is to review evidence-based intervention practices for children with ASD and to develop a set of guiding principles for providing intervention for infants and toddlers who are at risk for ASD. Issues that are delineated include providing intervention in natural environments, supporting families in early intervention, and embedding intervention in daily routines.
Effect of Early Intervention in Autism: A Case Study
Introduction: Autism is a group of developmental disorders known as Pervasive Developmental Disorders (PDD). Pervasive developmental disorder is defined by the presence of abnormal and impaired development characterized as abnormal functioning in all three areas of social interaction, communication, restricted and repetitive behaviour, that manifests before the age of 3years. Autistic disorder is believed to occur at the rate of about 8 cases per 10000 children, with 4:1 ratio of males to females. An intensive early intervention is critical in maximizing outcomes for children with autism spectrum disorder (ASD), and evidence suggests that the earlier the intervention, the better the outcome.
Intervention for Infants at Risk of Developing Autism: A Case Series
Theory and evidence suggest the potential value of prodromal intervention for infants at risk of developing autism. We report an initial case series (n = 8) of a parent-mediated, video-aided and interaction-focused intervention with infant siblings of autistic probands, beginning at 8–10 months of age. We outline the theory and evidence base behind this model and present data on feasibility, acceptability and measures ranging from parent-infant social interaction, to infant atypical behaviors, attention and cognition. The intervention proves to be both feasible and acceptable to families. Measurement across domains was successful and on larger samples promise to be an effective test of whether such an intervention in infancy will modify emergent atypical developmental tra-jectories in infants at risk for autism.
Early Intervention and Autism: A Comprehensive Approach
Early Intervention and Autism, 2024
Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by challenges in social communication, repetitive behaviours, and restricted interests. Early intervention has been identified as a critical factor in improving the developmental trajectories and quality of life for children with ASD. This dissertation explores the significance of early intervention, reviewing various therapeutic approaches, their effectiveness, and the implications for policy and practice. It also examines the role of family involvement and the challenges faced in implementing early intervention programs.
Neuropsychiatric Disease and Treatment, 2016
Background: Previous research has stressed the importance of early identification and intervention for children with autism spectrum disorders. Methods: Children who had screened positive for autism at the age of 2.5 years in a general population screening and then received a diagnosis of autism spectrum disorder were enrolled in an intervention program provided by Swedish habilitation services. The following interventions were available: a comprehensive intervention based on Applied Behavior Analysis-Intensive Learning (IL)-in two settings, which included home-and preschool-based (IL Regular) and only home-based (IL Modified) and eclectic interventions. Results: There was considerable variability in terms of outcome, but intervention group status was not associated with any of the chosen outcome variables. Conclusion: The main finding was that the type of intervention was not critical for outcome of adaptive or global functioning. The variability in outcome demonstrates the need for continuous assessments and evaluation of the child's function and behavior throughout the intervention period.
Early intervention for young children on the autism spectrum: Parent’s perspective
2006
The importance of early intervention (services for children zero-three years) and early childhood education programs (services for those three-five years) for young children with autism spectrum disorder (ASD) has been well documented in the literature (National Research Council, 2001; Rogers, 1999, 1996). The need for effective early intervention (EI) has been highlighted as a priority in legislation as well. The National Institutes for Health Interagency Autism Coordinating Committee (IACC) developed a research roadmap and matrix that encompasses goals and activities for autism research across the next 10 years. Research exploring and confirming the successful elements of early intervention is a critical component of the plan (IACC, 2003).
Early intervention programs for toddlers with Autism Spectrum Disorder: a systematic review
Research, Society and Development
This review identified 8 randomized controlled trials (RCTs) that evaluated early intervention (EI) programs for infants in the age-group 18-48 months who either had been diagnosed with, or were considered at risk for, autism spectrum disorder (ASD). The studies were summarized in terms of participant characteristics, intervention characteristics, rigor of study/research and outcomes. Intervention characteristics included the provision of training to parents. All the studies used RCT design, with control subjects who were either toddlers of typical development (TD) or toddlers with ASD following “treatment as usual” (TAU) or another treatment, and all were rated as strong in terms of quality/rigor. Positive results were recorded for parental acceptability and satisfaction, and reduction of parenting stress. In most of the studies, the social communication and developmental skills of the toddlers were enhanced. We conclude that EI programs for ASD show promise, and may be beneficial...