Critical Components of Early Intervention for Children with ASD

2018

Pam Anderson
[email protected]
812-855-6508

Typically, parents of children with ASD first become concerned about their childs development when (a) speech onset is delayed or (b) when their child stops articulating words they previously learned to produce (Johnson, 2007; Lord, Shulman, & DiLavore, 2004); however, the core signs of ASD occur in the prelinguistic stage, before the onset of speech or language would be expected (Alpern, 2012). By six months of age, some children with autism are noticeably vocalizing with less intent and looking at peoples faces less often than their typically developing peers. By 12 months, children with ASD are distinguished from peers by reductions in a variety of nonverbal communication skills, such as eye gaze, social affect (e.g., facial expressions/feelings), and gestures (Maestro et al., 2001/2005; Zwaigenbaum, Bryson, & Garon, 2013). These developmental differences ultimately influence components of early intervention for young children with ASD.

early intervention, developmental differences, communication, joint attention

Reports and monographs

Consumers/Families, Professionals, Policymakers, Students

Electronic (disc, CD, 508 compliant web posting)

https://www.iidc.indiana.edu/pages/critical-components-of-early-intervention-for-children-with-asd

N/A