Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder 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 ... Clinical Forum
Clinical Forum  |   July 01, 2003
Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder
 
Author Affiliations & Notes
  • Juliann J. Woods
    Florida State University, Tallahassee
  • Amy M. Wetherby
    Florida State University, Tallahassee
  • Contact author: Juliann Woods, Department of Communication Disorders, RRC 107, Florida State University, Tallahassee, FL 32306-1200.
    Contact author: Juliann Woods, Department of Communication Disorders, RRC 107, Florida State University, Tallahassee, FL 32306-1200.×
  • Corresponding author: e-mail: jwoods@garnet.acns.fsu.edu
Article Information
Special Populations / Autism Spectrum / Early Identification & Intervention / Clinical Forum: Autism Spectrum Disorder
Clinical Forum   |   July 01, 2003
Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 180-193. doi:10.1044/0161-1461(2003/015)
History: Received June 7, 2002 , Accepted April 2, 2003
 
Language, Speech, and Hearing Services in Schools, July 2003, Vol. 34, 180-193. doi:10.1044/0161-1461(2003/015)
History: Received June 7, 2002; Accepted April 2, 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.

ACKNOWLEDGMENT
This manuscript was supported in part by a grant from the U.S. Department of Education, Office of Special Education and Rehabilitation Services (H324M010071).
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