Intervention for Young Children with Autism: From Research to Practice

Research output: Contribution to journalArticle

32 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalInfants and Young Children
Volume12
Issue number2
StatePublished - 1999
Externally publishedYes

Fingerprint

Autistic Disorder
autism
Research
developmental disorder
Linguistics
educational practice
Curriculum
Learning
Psychology
linguistics
curriculum
learning
community
Group

Keywords

  • Autism
  • Executive function
  • Imitation
  • Intervention
  • Social interaction

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Education
  • Developmental and Educational Psychology

Cite this

Intervention for Young Children with Autism : From Research to Practice. / Rogers, Sally J.

In: Infants and Young Children, Vol. 12, No. 2, 1999, p. 1-16.

Research output: Contribution to journalArticle

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