Neuropsychology of autism in young children and its implications for early intervention

✍ Scribed by Rogers, Sally J.

• Publisher: John Wiley and Sons
• Year: 1998
• Tongue: English
• Weight: 92 KB
• Volume: 4
• Category: Article
• ISSN: 1080-4013
• DOI: 10.1002/(sici)1098-2779(1998)4:2<104::aid-mrdd7>3.0.co;2-p

✦ Synopsis

Given a variety of encouraging outcome reports regarding the progress of young children with autism in certain early intervention programs, there is a new emphasis nationally on providing more systematic and focused interventions for these children. There is also considerable national debate regarding the appropriate nature and forms of successful interventions. While published intervention strategies differ with respect to world view, beliefs about intervention, and goals for outcome, successful programs produce better outcomes for children because there are deep similarities between them that address core neuropsychological difficulties of young children with autism. These core difficulties affect development of intersubjectivity, imitation/praxis, possible deficits in executive functioning, emotional functioning, and sensory/arousal functioning. The neuropsychological perspective provides a tool for examining any intervention approach to autism to discriminate: what need(s) the approach addresses, what educational strategies it uses to address the need, and the degree to which it fits with the needs of a given child. Successful intervention approaches: 1) address the individual child's and family's needs, strengths, and preferences, 2) can be delivered by the persons responsible for the child's intervention, and 3) result in satisfying gains for the child and family.