Intervention for young children with autism: From research to practice

Journal/Book: Infant Young Children. 1999; 12: 7201 Mckinney Circle, Frederick, MD 21704, USA. Aspen Publ Inc. 1-16.

Abstract: Over the past 15 years, empirical studies have described how the psychological aspects of autism differ from other developmental disorders. Studies of general development describe a pattern of specific relative strengths and weaknesses involving cognitive, emotional, linguistic, and motoric capacities. Because much of the syndrome-specific pattern of autism is present at the preschool period, this has implications for the development of curriculum and educational strategies early on. Early intervention programs that specifically target autism include a variety of educational strategies that address the unique learning profile of autism. As community preschool-programs offer enhanced services for this group of young children, they can draw on a body of work generated both from the scientific work in autism and the effective educational practices developed by model preschool programs.

Note: Review Rogers SJ, Univ Colorado, Hlth Sci Ctr, JFK Partners, 4200 E 9th Ave, Campus Box C234, Denver,CO 80262 USA

Keyword(s): autism; executive function; imitation; intervention; social interaction; PERVASIVE DEVELOPMENTAL DISORDERS; INFANTILE-AUTISM; JOINT ATTENTION; ASPERGER-SYNDROME; LANGUAGE-DEVELOPMENT; EMOTION RECOGNITION; EXECUTIVE FUNCTION; CHILDHOOD AUTISM; SYMBOLIC PLAY; DOWN-SYNDROME

Zurück | Weiter