Intervening in infancy: implications for autism spectrum disorders
Open accessAbstract
There is a scarcity of empirically validated treatments for infants and toddlers under age 3 years with autism spectrum disorders (ASD), as well as a scarcity of empirical investigation into successful intervention characteristics for this population. Yet early screening efforts are focused on identifying autism risk in children under age 3 years. In order to build ASD interventions for infants and toddlers upon a foundation of evidence‐based characteristics, the current paper presents the results of a systematic literature search and effect size analysis of efficacious interventions for infants and toddlers with other developmental disorders: those who were born prematurely, have developmental impairments, or are at high risk for developmental impairments due to the presence of a biological or familial condition associated with developmental impairments. A review of 32 controlled, high‐quality experimental studies revealed that the most efficacious interventions routinely used a combination of four specific intervention procedures, including (1) parent involvement in intervention, including ongoing parent coaching that focused both on parental responsivity and sensitivity to child cues and on teaching families to provide the infant interventions, (2) individualization to each infant’s developmental profile, (3) focusing on a broad rather than a narrow range of learning targets, and (4) temporal characteristics involving beginning as early as the risk is detected and providing greater intensity and duration of the intervention. These four characteristics of efficacious interventions for infants and toddlers with other developmental challenges likely represent a solid foundation from which researchers and clinicians can build efficacious interventions for infants and toddlers at risk for or affected by ASD.
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Targeting component skills like gaze following as well as dyadic, interactive approaches is proving a successful way to adapt such interventions for younger populations.
“Targeting component skills like gaze following as well as dyadic, interactive approaches (Wallace & Rogers, 2010) is proving a successful way to adapt such interventions for younger populations.”
From From early markers to neuro-developmental mechanisms of autism (2014) · cites this paper as Wallace & Rogers, 2010
Practice, theory (attachment), and research have emphasized the importance and efficacy of parent-delivered interventions for children with developmental difficulties early in life.
“Practice, theory (attachment), and research have all emphasized the importance and efficacy of parent-delivered interventions for children with developmental difficulties early in life.”
Superior outcomes are associated with entry into EIBI at the earliest possible age.
“The literature indicates that superior outcomes are associated with entry into EIBI at the earliest possible age [10,11].”
From Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. (2013) · cites this paper as [11]
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- Authors
- Wallace, K. S., & Rogers, S. J.
- Affiliations
- University of California, Davis (US)
- ORCID
- Rogers, Sally J.
- Venue
- Journal of Child Psychology and Psychiatry
- Publisher
- Wiley
- Published
- 2010-09-24
- Volume
- 51
- Issue
- 12
- Pages
- 1300-1320
- ISSN
- 0021-9630 (ISSN-L)
- 1469-7610
- PMC
- PMC4928976
- OpenAlex
- W1642648385
- Cited by
- 221
- References
- 81
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 9 · 2023: 13 · 2022: 14 · 2021: 11 · 2020: 7 · 2019: 15 · 2018: 15 · 2017: 14 · 2016: 15 · 2015: 26 · 2014: 25 · 2013: 16 · 2012: 17
- FWCI
- 1.09
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Journal of Child Psychology and Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Funders
- National Institutes of Health
- National Institute of Mental Health (R01 MH 081757-3, R01MH081757)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Health Sciences › Medicine › Psychiatry and Mental health › Child Nutrition and Feeding Issues
- Keywords
- autism spectrum disorder, early intervention, infants and toddlers, developmental disorders, preterm birth, parental involvement, parent coaching, parental responsiveness, personalized interventions, developmental risk, intervention efficacy
- MeSH terms
- Age Factors, Child Behavior, Child Development Disorders, Pervasive, Child, Preschool, Humans, Individuality, Infant, Infant, Newborn, Parents, Risk Factors, Time Factors, Treatment Outcome, Practice Guidelines as Topic, Early Intervention, Educational
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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