Abstract
With advances in the field’s ability to identify autism spectrum disorders (ASD) at younger ages, the need for information about the evidence-base for early intervention continues to rise. This review of the ASD early intervention (EI) literature focuses on efficacy studies published within the past 15 years. The neurodevelopmental context for early intervention, timing of initiating intervention, primary intervention approaches, and predictors of treatment outcomes are discussed. The evidence indicates that young children with ASD benefit from EI, and their parents learn to implement child-responsive engagement strategies when a parent-coaching intervention is provided. Evidence supports combining parent-mediated and direct clinician-implemented intervention to maximize child developmental gains. Clinical practice recommendations are presented, based on the literature reviewed.
Acknowledgements
Special appreciation is extended to Dr Julie Feuerstein for her comments on this manuscript during preparation, and to Chelsea Homa and Erin McAuliffe for their help with preparing the reference document.
Disclosure statement
The author reports no conflicts of interest. The author alone is responsible for the content and writing of the paper.