Abstract
State early intervention and preschool special education staff, local service providers, and parents are increasingly concerned about the appropriateness and effectiveness of programs for young children with autism spectrum disorders (ASD). This article describes a study conducted to ascertain commonalties and differences in critical program practices among nationally known, validated educational programs for young children with ASD. Areas of agreement among programs included early intervention, individualization, specialized curriculum, family involvement, systematic instruction, and intensity of engagement. Program elements considered important by some but not all programs included structured environment, developmentally appropriate practices, and interventions in settings with typical peers.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 17-26 |
| Number of pages | 10 |
| Journal | Infants and Young Children |
| Volume | 12 |
| Issue number | 2 |
| State | Published - 1999 |
| Externally published | Yes |
Fingerprint
Keywords
- Autism
- Autism spectrum disorders
- Early childhood
- Effective practices
ASJC Scopus subject areas
- Rehabilitation
- Health Professions(all)
- Education
- Developmental and Educational Psychology
Cite this
Areas of Agreement about Effective Practices among Programs Serving Young Children with Autism Spectrum Disorders. / Hurlh, Joicey; Shaw, Evelyn; Izeman, Susan G.; Whaley, Kathy; Rogers, Sally J.
In: Infants and Young Children, Vol. 12, No. 2, 1999, p. 17-26.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Areas of Agreement about Effective Practices among Programs Serving Young Children with Autism Spectrum Disorders
AU - Hurlh, Joicey
AU - Shaw, Evelyn
AU - Izeman, Susan G.
AU - Whaley, Kathy
AU - Rogers, Sally J
PY - 1999
Y1 - 1999
N2 - State early intervention and preschool special education staff, local service providers, and parents are increasingly concerned about the appropriateness and effectiveness of programs for young children with autism spectrum disorders (ASD). This article describes a study conducted to ascertain commonalties and differences in critical program practices among nationally known, validated educational programs for young children with ASD. Areas of agreement among programs included early intervention, individualization, specialized curriculum, family involvement, systematic instruction, and intensity of engagement. Program elements considered important by some but not all programs included structured environment, developmentally appropriate practices, and interventions in settings with typical peers.
AB - State early intervention and preschool special education staff, local service providers, and parents are increasingly concerned about the appropriateness and effectiveness of programs for young children with autism spectrum disorders (ASD). This article describes a study conducted to ascertain commonalties and differences in critical program practices among nationally known, validated educational programs for young children with ASD. Areas of agreement among programs included early intervention, individualization, specialized curriculum, family involvement, systematic instruction, and intensity of engagement. Program elements considered important by some but not all programs included structured environment, developmentally appropriate practices, and interventions in settings with typical peers.
KW - Autism
KW - Autism spectrum disorders
KW - Early childhood
KW - Effective practices
UR - http://www.scopus.com/inward/record.url?scp=0002675597&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=0002675597&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:0002675597
VL - 12
SP - 17
EP - 26
JO - Infants and Young Children
JF - Infants and Young Children
SN - 0896-3746
IS - 2
ER -