The Autism Society recognizes the importance of intensive early intervention for young children across the autism spectrum. Because of each child’s different needs and abilities, the Autism Society supports an individualized approach that addresses the core deficits of autism spectrum disorders (e.g., communication, social, sensory, academic difficulties) and matches the family’s preferences and needs. In designing effective programs, the Autism Society encourages professionals and family members to consider the following components:

A curriculum that addresses deficit areas, focuses on long-term outcomes, and considers the developmental level of the child. Deficit areas include:

-Attention to relevant aspects of the environment, shifting attention, and imitating the language and actions of others

– Social interactions, including appropriate play with toys and others, and symbolic and imaginative play

– Language comprehension and use, and functional communication

  • Programs that capitalize on children’s tendency to respond to visual structure, routines, schedules and predictability.
  • A focus on generalization and maintenance of skills, using technology such as incidental teaching approaches.
  • Effective instruction that uses technology associated with Applied Behavior Analysis, including chaining, shaping, discrete trial format and others.
  • Coordinated transitions between service providers, including 0-2 programs, early intervention/preschool programs and kindergarten environments.
  • Use of technology associated with functional behavioral assessment and positive behavioral supports with a child who presents behavioral challenges.
  • Family involvement, including coordination with involved professionals, an in-home training component, and family training and support.