TY - JOUR
T1 - Early Intervention for children with autism spectrum disorder under 3 years of age
T2 - Recommendations for practice and research
AU - Zwaigenbaum, Lonnie
AU - Bauman, Margaret L.
AU - Choueiri, Roula
AU - Kasari, Connie
AU - Carter, Alice
AU - Granpeesheh, Doreen
AU - Mailloux, Zoe
AU - Roley, Susanne Smith
AU - Wagner, Sheldon
AU - Fein, Deborah
AU - Pierce, Karen
AU - Buie, Timothy
AU - Davis, Patricia A.
AU - Newschaffer, Craig
AU - Robins, Diana
AU - Wetherby, Amy
AU - Stone, Wendy L.
AU - Yirmiya, Nurit
AU - Estes, Annette
AU - Hansen, Robin L.
AU - McPartland, James C.
AU - Natowicz, Marvin R.
N1 - Publisher Copyright:
Copyright © 2015 by the American Academy of Pediatrics.
PY - 2015/10/1
Y1 - 2015/10/1
N2 - This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged < 3 years, based on peerreviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on "teachable moments, " and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8- to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on this review, recommendations are proposed for clinical practice and future research.
AB - This article reviews current evidence for autism spectrum disorder (ASD) interventions for children aged < 3 years, based on peerreviewed articles published up to December 2013. Several groups have adapted treatments initially designed for older, preschool-aged children with ASD, integrating best practice in behavioral teaching methods into a developmental framework based on current scientific understanding of how infants and toddlers learn. The central role of parents has been emphasized, and interventions are designed to incorporate learning opportunities into everyday activities, capitalize on "teachable moments, " and facilitate the generalization of skills beyond the familiar home setting. Our review identified several comprehensive and targeted treatment models with evidence of clear benefits. Although some trials were limited to 8- to 12-week outcome data, enhanced outcomes associated with some interventions were evaluated over periods as long as 2 years. Based on this review, recommendations are proposed for clinical practice and future research.
UR - http://www.scopus.com/inward/record.url?scp=84942938204&partnerID=8YFLogxK
U2 - 10.1542/peds.2014-3667E
DO - 10.1542/peds.2014-3667E
M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???
C2 - 26430170
AN - SCOPUS:84942938204
SN - 0031-4005
VL - 136
SP - S60-S81
JO - Pediatrics
JF - Pediatrics
ER -