LSHSS
HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
QUICK SEARCH:   [advanced]


     

Language, Speech, and Hearing Services in Schools Vol.34 180-193 July 2003. doi:10.1044/0161-1461(2003/015)
© American Speech-Language-Hearing Association
This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow My Folders
Right arrow Download to citation manager
Right arrow reprints & permissions
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Google Scholar
Right arrow Articles by Woods, J. J.
Right arrow Articles by Wetherby, A. M.
Right arrow Search for Related Content
PubMed
Right arrow Articles by Woods, J. J.
Right arrow Articles by Wetherby, A. M.
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Facebook   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder

Juliann J. Woods 1
Amy M. Wetherby 1
1 Florida State University, Tallahassee

jwoods{at}garnet.acns.fsu.edu

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.

KEY WORDS: early identification, early intervention, young children, autism, communication disorders

Submitted on June 7, 2002
Accepted on April 2, 2003


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Facebook Facebook   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 AutismHome page
D. L. Robins
Screening for autism spectrum disorders in primary care settings
Autism, September 1, 2008; 12(5): 537 - 556.
[Abstract] [PDF]

Home page
 JSLHRHome page
R. Luyster, S. Qiu, K. Lopez, and C. Lord
Predicting Outcomes of Children Referred for Autism Using the MacArthur-Bates Communicative Development Inventory
J Speech Lang Hear Res, June 1, 2007; 50(3): 667 - 681.
[Abstract] [Full Text] [PDF]

Home page
 AJSLPHome page
N. Brady, D. Skinner, J. Roberts, and E. Hennon
Communication in young children with fragile x syndrome: a qualitative study of mothers' perspectives.
Am J Speech Lang Pathol, November 1, 2006; 15(4): 353 - 364.
[Abstract] [Full Text] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
A. M. Wetherby and J. J. Woods
Early Social Interaction Project for Children With Autism Spectrum Disorders Beginning in the Second Year of Life: A Preliminary Study
Topics in Early Childhood Special Education, January 1, 2006; 26(2): 67 - 82.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
L.-L. Tsao and S. L. Odom
Sibling-Mediated Social Interaction Intervention for Young Children With Autism
Topics in Early Childhood Special Education, January 1, 2006; 26(2): 106 - 123.
[Abstract] [PDF]

Home page
 Topics in Early Childhood Special EducationHome page
K. Hume, S. Bellini, and C. Pratt
The Usage and Perceived Outcomes of Early Intervention and Early Childhood Programs for Young Children With Autism Spectrum Disorder
Topics in Early Childhood Special Education, January 1, 2005; 25(4): 195 - 207.
[Abstract] [PDF]


HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS
All ASHA Journals AJA AJSLP JSLHR LSHSS
Copyright © 2003 by the American Speech-Language-Hearing Association.