Studies show that early diagnosis and interventions for autism are more likely to have major long-term positive effects on symptoms and later skills. Autism spectrum disorder (ASD) can sometimes be diagnosed in children before they are 2 years of age. Some children with ASD disorder whose development seems normal up to that point begin to regress just before or sometime during age 2 years.
Early interventions occur at or before preschool age, as early as 2 or 3 years of age. In this period, a young child's brain is still forming, meaning it is more adaptable than at older ages. Because of this, treatments have a better chance of being effective in the longer term. Autism Early Intervention not only give children the best start possible, but also the best chance of developing to their full potential.
The sooner a child gets help, the greater the chance for learning and progress. In fact, recent guidelines suggest starting an early intervention as soon as ASD disorder is diagnosed or seriously suspected. With early intervention, some children with autism make so much progress that they are no longer on the autism spectrum when they are older.
Many of the children who later go off the spectrum have some things in common: diagnosis and treatment at younger ages, a higher intelligence quotient than the average child with autism, better language and motor skills.
Early intervention programs help children gain the basic skills that they usually learn in the first 2 years of life, such as: physical skills, thinking skills, communication skills, social skills and emotional skills. Children with autism learn best through small steps and with repeated, consistent practice. For example, in ABA treatment, putting on trousers is often taught with 4 to 5 steps, each step practiced sufficiently. More complex skills, such as having a back-and-forth conversation, requires even more “building blocks” and learning. With such nuanced skill break-down, the child needs time to practice the steps and generalize them to form a coherent skill set.
Learning times are structured in short segments (they can be as short as a few seconds for young children). Learning time and play time alternate to maintain interest and attention. The child’s interest is always considered when designing learning and play time.
Whenever possible, skills acquired during structured learning are incorporated into naturally occurring activities. As children with autism continue to develop skills, their learning time begins to “look” and “feel” like that of their peers’. This helps prepare them for school entry. When dealing with behavioral challenges, ABA-based treatment looks at the relationship between factors in your environment and behaviors.
Early intervention treatments have to be intensive which means committing to 20-40 hours of therapy each week. Families are encouraged to be involved to enhance their knowledge of the skills and supports needed for their child. Play is the vital part of the therapy, so your autistic child will not become bored or agitated by the intensity of an early intervention program.
