Skip to main content
SpringerLink
Log in

Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder

  • Chapter
  • First Online:
Handbook of Early Intervention for Autism Spectrum Disorders

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

Developmental treatment approaches for young children with autism are defined as those that apply the principles of developmental science within the intervention, use typical developmental sequences as the framework for assessment and program planning, and are relationship-based, child-centered, and play-based. This chapter describes eleven of these branded developmental treatment models and systematically reviews the empirical evidence for each: Denver Model; Early Start Denver Model (ESDM); Developmental Individual Differenences Relationship-Based Model (DIR/Floortime), Hanen’s More than Words; Joint Attention Mediated Learning (JAML); Joint Attention Symbolic Play Engagement and Regulation (JASPER); Relationship Development Intervention (RDI); Responsive Education and Prelinguistic Milieu Teaching (RPMT); Responsive Teaching (RT); Social Communication, Emotional Regulation and Transactional Support (SCERTS); Treatment and Education of Autistic and Related Communication Handicapped Children (TEACCH). Each treatment approach is reviewed on two levels: (1) to identify the developmental components encompassed by each; and (2) to determine the robustness of the empirical studies of each treatment approach using Nathan and Gorman’s (2002, 2007) criteria for establishing empirical support. The empirical evidence for each approach is summarized and study limitations are considered. The chapter concludes with recommendations for the future, both in terms of additional efficacy and effectiveness studies, as well as the development or modification of treatment approaches to meet the developmental needs of younger children with autism.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 349.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 449.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

    Google Scholar 

  • Autism Speaks. (2011a). Relationship Development Intervention (RDI). http://www.autismspeaks.org/what-autism/treatment/relationship-development-intervention-rdi. Accessed from 21 Oct 2011.

  • Autism Speaks. (2011b). Social Communication Emotional Regulation Transactional Support (SCERTS). http://www.autismspeaks.org/what-autism/treatment/social-communication-emotional-regulation-transactional-support-scerts. Accessed from 21 Oct 2011.

  • Bredekamp, S., & Copple, C. (1997). Developmentally appropriate practice in early childhood programs, revised edition. Washington, DC: National Association for the Education of Young Children.

    Google Scholar 

  • Burack, J. A., Pasto, L., Porporino, M., Iarocci, G., Mottron, L., & Bowler, D. (2001). Applying developmental principles to the study of autism. In E. Schopler, N. Yirmiya, C. Shulman, & L. M. Marcus (Eds.), The research basis for autism intervention (pp. 25–41). New York: Klewer Academic/Plenum Publishers.

    Google Scholar 

  • Carpenter, M., Pennington, B. E., & Rogers, S. J. (2002). Interrelations among social-cognitive skills in young children with autism. Journal of Autism and Developmental Disorders, 32, 91–106. doi:10.1023/A:1014836521114.

    Article  PubMed  Google Scholar 

  • Carter, A. S., Messinger, D. S., Stone, W. L., Celimli, S., Nahmias, A. S., & Yoder, P. (2011). A randomized controlled trial of Hanen’s ‘More than Words’ in toddlers with early autism symptoms. Journal of Child Psychology and Psychiatry, 52(7), 741–752. doi:10.1111/j.1469-7610.2011.02395.x.

    Article  PubMed  Google Scholar 

  • Corsello, C. M. (2005). Early intervention in autism. Infants & Young Children, 18, 74–85.

    Article  Google Scholar 

  • Dawson, G. & Osterling, J. (1997). Early intervention in autism. In M. J. Guralnick (Ed.) The effectiveness of early intervention (pp. 307–326). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Dawson, G. & Rogers, S. J. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York: Guilford Press.

    Google Scholar 

  • Dawson, G., Rogers, S. J., Munson, J., Smith, M., Winter, J., Greenson, J., Donaldson, A., & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics, 125, e17–e23. doi:10.1542/peds.2009-0958.

    Article  Google Scholar 

  • Drew, A., Baird, G., Baron-Cohen, S., Cox, A., Slonims, V., Wheetwright, S., et al. (2002). A pilot randomized control trial of a parent training intervention for pre-school children with autism: Preliminary findings and methodological challenges. European Child and Adolescent Psychiatry, 11, 266–272.

    Article  PubMed  Google Scholar 

  • Eikeseth, S. (2009). Outcome of comprehensive psycho-educational interventions for young children with autism. Research in Developmental Disabilities, 30, 158–178. doi:10.142/peds.2009-0958.

    Article  PubMed  Google Scholar 

  • Gillham, J. E., Carter, A. S., Volkmar, F. R., & Sparrow, S. S. (2000). Toward a developmental operational definition of autism. Journal of Autism and Developmental Disorders, 30(4), 269–278. doi:10.1023/A:1005571115268.

    Article  PubMed  Google Scholar 

  • Greenspan, S. I., & Wieder, S. (1997). Developmental patterns and outcomes in infants and children with disorders in relating and communicating: A chart review of 200 cases of children with autistic spectrum disorders. Journal of Developmental and Learning Disorders, 1, 87–141.

    Google Scholar 

  • Greenspan, S. I., & Wieder, S. (1997). An integrated developmental approach to interventions for young children with severe difficulties in relating and communicating. In S. I. Greenspan, B. Kalmanson, R. Shahmoon-Shanok, S. Wieder, G. G. Williamson, & M. Anzalone (Eds.), Assessing and treating infants and young children with severe difficulties in relating and communicating (pp. 5–17). Washington, DC: Zero to Three National Center for Infants, Toddlers, and Families.

    Google Scholar 

  • Greenspan, S. I., & Wieder, S. (2006). Infant and early childhood mental health: A comprehensive developmental approach to assessment and intervention. Washington, DC: American Psychiatric Publishing, Inc.

    Google Scholar 

  • Greenspan, S. I., & Wieder, S. (2007). The developmental individual-difference, relationship-based (DIR/Floortime) model approach to autism spectrum disorders. In E. Hollander & E. Anagnostou (Eds.), Autism spectrum clinical manual for the treatment of autism. (pp. 179–209). Washington, DC: American Psychiatric Publishing, Inc.

    Google Scholar 

  • Gutstein, S. E., Burgess, A. F., & Montfort, K. (2007). Evaluation of the relationship development intervention program. Autism, 11(5), 397–411. doi:10.1177/1362361307079603.

    Article  PubMed  Google Scholar 

  • Gutstein, S. E., & Sheely, R. K. (2002). Relationship development intervention with young children. London: Jessica Kingsley Publishers Ltd.

    Google Scholar 

  • Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(39), 39–54. doi:10.1177/027112140202200104.

    Article  Google Scholar 

  • Hinton, J. C., & Seal, B. C. (2007). Comparative ABA and DIR trials in twin brothers with autism. Journal of Autism and Developmental Disorders, 37, 1197–1201. doi: 10.1007/s10803-006-0258-z

    Google Scholar 

  • Individuals with Disabilities Improvement Act of 2004, 20 U.S.C. § 1400 et sEq. (2004). (reauthorization of the Individuals with Disabilities Education Act of 1990).

    Google Scholar 

  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education and Development, 11(4), 423–446. doi:10.1207/s15566935eed1104_4.

    Article  Google Scholar 

  • Kasari, C., Freeman, S. F., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. doi:10.1111/j.1469-7610.2005.01567.x.

    Article  PubMed  Google Scholar 

  • Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125–137. doi:10.1037/0022-006X.76.1.125.

    Article  PubMed  Google Scholar 

  • Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045–1056. doi:10.1007/s10803-010-0955-5.

    Article  PubMed  PubMed Central  Google Scholar 

  • Koegel, R. L., Schreibman, L., Good, A., Cerniglia, L., Murphy, C., & Koegel, L. K. (1989). How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara: University of California, Santa Barbara.

    Google Scholar 

  • Koenig, K., Rubin, E., Klin, A., & Volkmar, F.R. (2000). Autism and the pervasive developmental disorders (pp. 298–310). In C. H. Zeanah Jr. (Ed.), Handbook of infant mental health (2nd ed.). New York: Guilford Press.

    Google Scholar 

  • Lei, H., Nahum-Shani, I., Lynch, K., Oslin, D., & Murphy, S. A. (2012). A “SMART” design for building individualized treatment sequences. Annual Review of Clinical Psychology, 8, 21–48. doi:10.1146/annurev-clinpsy-032511-143152.

    Article  PubMed  Google Scholar 

  • Lifter, K. (2008). Developmental play assessment and teaching. In J. K. Luiselli, D. C. Russo, W. P. Christian, & S. M. Wilczynski (Eds.), Effective practices for children with autism (pp. 299–324). New York: Oxford University Press.

    Google Scholar 

  • Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9. doi:10.1037/0022-006X.55.1.3.

    Article  PubMed  Google Scholar 

  • Mahoney, G. & Wheeden, C. (1998). Effects of teacher style on the engagement of preschool aged children with special learning needs. Journal of Developmental and Learning Disorders, 2, 293-315.

    Google Scholar 

  • Mahoney, G. & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23, 74–86.

    Google Scholar 

  • Mahoney, G. & Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comprehensive study. Journal of Developmental and Behavioral Pediatrics, 26, 77-85.

    Google Scholar 

  • Mahoney, G., & MacDonald, J. (2005). Responsive teaching: Parent-mediated developmental intervention. Cleveland: Case Western Reserve University.

    Google Scholar 

  • Marcus, L., & Schopler, E. (2007). Educational approaches for autism—TEACCH. In E. Hollander & E. Anagnostou (Eds.), Autism spectrum clinical manual for the treatment of autism (pp. 211–233). Washington, DC: American Psychiatric Publishing, Inc.

    Google Scholar 

  • Mastergeorge, A. M., Rogers, S. J., Corbett, B. A., & Solomon, M. (2003). Nonmedical interventions for autism spectrum disorders. In S. Ozonoff, S. J. Rogers, & R. L. Hendren (Eds.), Autism spectrum disorders: A research review for practitioners (pp. 133–160). Washington, DC: American Psychiatric Publishing, Inc.

    Google Scholar 

  • McConachie, H., & Diggle, T. (2007). Parent-implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13, 120–129. doi:10.1111/j.1365-2753.2006.00674.x.

    Article  PubMed  Google Scholar 

  • McConachie, H., Randle, V., Hammal, D., & LeCouteur, A. (2005). A controlled trial of a training course for parents of children with suspected autism spectrum disorders. Journal of Pediatrics, 147, 335–340.

    Article  PubMed  Google Scholar 

  • Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the era of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570–579. doi:10.1007/s10803-009-0901-6.

    Article  PubMed  Google Scholar 

  • Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum Publishers.

    Google Scholar 

  • Mullen, E. (1989). Mullen scales of early learning. Cranston: T.O.T.A.L. Child, Inc.

    Google Scholar 

  • Mundy, P., Sigman, M., & Kasari, C. (1990). A longitudinal study of joint attention and language development in autistic children. Journal of Autism and Developmental Disorders, 20, 115–128. doi:10.1007/BF02206861.

    Article  PubMed  Google Scholar 

  • Nathan, P. E., & Gorman, J. (2002). A guide to treatments that work. New York: Oxford University Press.

    Google Scholar 

  • Nathan, P. E., & Gorman, J. (2007). A guide to treatments that work (3rd ed). New York: Oxford University Press.

    Google Scholar 

  • National Research Council (NRC). (2001). Educating children with autism. Washington, DC: The National Academies Press.

    Google Scholar 

  • Odom, S., Boyd, B. A., Hall, L. J., & Hume, K. (2010). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425–436. doi:10.1007/s10803-009-0825-1.

    Article  PubMed  Google Scholar 

  • Ospina, M. B., Seida, J. K., Clark, B., Karkhaneh, M., Hartling, L., Tjosvold, L., Vandermeer, B., & Smith, V. (2008). Behavioral and developmental interventions for autism spectrum disorder: A clinical systematic review. PLoS ONE, 3(11), e3755, 1–32. doi:10.137/journal.pone.0003755.

    Google Scholar 

  • Ozonoff, S. & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25-32.

    Google Scholar 

  • Ozonoff, S., & Rogers, S. J. (2003). From Kanner to the millennium: Scientific advances that have shaped clinical practice. In S. Ozonoff, S. J. Rogers, & R. Hendren (Eds.), Autism spectrum disorders: A research review for practitioners (pp. 3–33). Washington, DC: American Psychiatric Publishing.

    Google Scholar 

  • Piaget, J. (1954). The construction of reality in the child. New York: Ballantine Books.

    Book  Google Scholar 

  • Prelock, P. A., Calhoun, J., Morris, H., & Platt, G. (2011). Supporting parents to facilitate communication and joint attention in their young children with autism spectrum disorders: Two pilot studies. Topics in Language Disorders, 31(3), 210–234. doi:10.1097/TLD.0b013e318227bd3f.

    Article  Google Scholar 

  • Prizant, B. M., Wetherby, A. M., Rubin, E., & Laurent, A. C. (2003). The SCERTS Model: A family-centered, transactional approach to enhancing communication and socioemotional abilities of young children with ASD. Infants and Young Children, 16, 296–316.

    Article  Google Scholar 

  • Prizant, B. M., Wetherby, A. M., Rubin, E., Laurient, A. C., & Rydell, P. J. (2006a). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders, vol 1. assessment. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Prizant, B. M., Wetherby, A. M., Rubin, E., Laurient, A. C., & Rydell, P. J. (2006b). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders, vol 2. Program planning and intervention. Baltimore: Paul H. Brookes.

    Google Scholar 

  • Pajareya, K., & Nopmaneejumruslers, K. (2011). A pilot randomized controlled trial of DIR/Floortime parent training intervention for pre-school children with autistic spectrum disorders. Autism: The International Journal of Research and Practice, 15, 563–577.

    Article  Google Scholar 

  • Rogers, S. J. (1998). Empirically supported comprehensive treatments for young children with autism. Journal of Clinical Child Psychology, 27, 168–179.

    Article  PubMed  Google Scholar 

  • Rogers, S. J. (2005). Play interventions for young children with autism spectrum disorders. In L. A. Reddy, T. M. Files-Hall, & C. E. Shaefer (Eds.), Empirically based play interventions for children (pp. 215–239). Washington: American Psychological Association.

    Google Scholar 

  • Rogers, S. J., & Dawson, G. (2010). Early start Denver Model for children with autism: Promoting language, learning, and engagement. New York: Guilford Press.

    Google Scholar 

  • Rogers, S. J., & DiLalla, D. L. (1991). A comparative study of the effects of a developmentally based instructional model on how young children with autism and young children with autism and young children with autism and young children with other disorders of behavior and development. Topics in Early Childhood Special Education, 11, 29–47.

    Article  Google Scholar 

  • Rogers, S. J., Hall, T., Osaki, D., Reaven, J., & Herbison, J. (2001). The Denver model: A comprehensive, integrated educational approach to young children with autism and their families. In J. S. Handelman & S. L. Harris (Eds.), Preschool education programs for children with autism, (2nd ed., pp. 95–134). Austin: PRO–ED.

    Google Scholar 

  • Rogers, S. J., Hayden, D., Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver model and PROMPT interventions. Journal of Autism and Developmental Disorders, 36, 1007–1024.

    Article  PubMed  Google Scholar 

  • Rogers, S. J., Herbison, J. M., Lewis, H. C., Pantone, J., & Reis, K. (1986). An approach for enhancing the symbolic, communicative, and interpersonal function for young children with autism or severe emotional handicaps. Journal of Early Intervention, 10, 135–148.

    Article  Google Scholar 

  • Rogers, S. J., & Lewis, H. (1989). An effective day treatment model for young children with pervasive developmental disorders. Journal of the American Academy of Children and Adolescent Psychiatry, 28, 207–214.

    Article  Google Scholar 

  • Rogers, S. J., Lewis, H., & Reis, K. (1987). An effective procedure for training early special education teams to implement a model program. Journal of the Division of Early Childhood, 11, 180–188.

    Google Scholar 

  • Rogers, S. J., & Ozonoff, S. (2006). Behavioral, educational, and developmental treatments for autism. In S. O. Moldin & J. L. R. Rubenstein (Eds.), Understanding autism: From basic neuroscience to treatment (pp. 444–473). Boca Raton: CRC Press.

    Google Scholar 

  • Rogers, S. J., & Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child and Adolescent Psychology, 37, 8–38. doi:10.1080/15374410701817808.

    Article  PubMed  PubMed Central  Google Scholar 

  • Rogers, S. J., & Wallace, K. S. (2011). Interventions for infants and toddlers with autism spectrum disorders. In D. G. Amaral, G. Dawson, & D. H. Gerschwing (Eds.), Autism spectrum disorders (pp. 1081–1094). New York: Oxford University Press.

    Google Scholar 

  • Rutter, M. (1972). Childhood schizophrenia reconsidered. Journal of Autism and Childhood Schizophrenia, 2, 315-37.

    Google Scholar 

  • Rutter, M. (1978). Diagnosis and definition of childhood autism. Journal of Autism and Childhood Schizophrenia, 8, 139-161.

    Google Scholar 

  • Sandall, S., Ashmun, J. W., Schwartz, I. S., Davis, C. A., Williams, P., Leon-Guerrero, R., Boulware, G., & McBride, B. J. (2011). Differential response to a school-based program for young children with ASD. Topics in Early Childhood Special Education, 31, 166–177. doi:10.1177/0271121411403166.

    Article  Google Scholar 

  • Sandall, S., McLean, M. E., Santos, R. M., & Smith, B. J. (2000). DEC’s new recommended practices: The context for change. In S. Sandall, M. E. McLean, & B. J. Smith (Eds.), DEC recommended practices in early intervention/early c hildhood special education (pp. 5–13). Denver: Division for Early Childhood (DEC).

    Google Scholar 

  • Schertz, H. H. (2005). Promoting joint attention in toddlers with autism: A parent-mediated developmental model. (Doctoral dissertation, Indiana University, 2005). Dissertation Abstracts International, 66, 3982.

    Google Scholar 

  • Schertz, H. H., & Odom, S. L. (2007). Promoting joint attention in toddlers with autism: A parent-mediated approach. Journal of Autism and Developmental Disorders, 37, 1562–1575. doi:10.1007/s10803-006-0290-z.

    Article  PubMed  Google Scholar 

  • Schopler, E., & Reichler, R. J. (1971). Parents as cotherapists in the treatment of psychotic children. Journal of Autism and Childhood Schizophrenia, 1, 87–102.

    Article  PubMed  Google Scholar 

  • Schreibman, L., Dufek, S., & Cunningham, A. B. (2011). Identifying moderators of treatment outcome for children with autism. In J. Matson & P. Sturmey (Eds.), International handbook of autism and pervasive developmental disorders (pp. 295–305). New York: Springer.

    Google Scholar 

  • Schreibman, L., & Ingersoll, B. (2011). Naturalistic approaches to early behavioral intervention. In D. G. Amaral, G. Dawson & D. H. Geschwind (Eds.), Autism spectrum disorders (pp. 1056–1067). New York: Oxford University Press.

    Google Scholar 

  • Schriebman, L., Stahmer, A. C., Barlett, V. C., & Dufek, S. (2009). Brief report: Toward refinement of a predictive behavioral profile for treatment outcome in children with autism. Research in Autism Spectrum Disorders, 3, 163–172. doi:10.1016/j.rasd.2008.04.008.

    Article  Google Scholar 

  • Sherer, M. R., & Schriebman, L. (2005). Individual behavioral profiles and predictors of treatment effectiveness for children with autism. Journal of Consulting and Clinical Psychology, 73, 525–538. doi:10.1037/0022-006X.73.3.525.

    Article  PubMed  Google Scholar 

  • Short, A. B. (1984). Short-term treatment outcome using parents as co-therapists for their own autistic children. Journal of Child Psychology and Psychiatry, 25, 443–458.

    Article  PubMed  Google Scholar 

  • Siller, M., & Sigman, M. (2002). The behaviors of parents of children with autism predict the subsequent development of their children’s communication. Journal of Autism and Developmental Disorders, 32, 77–89.

    Article  PubMed  Google Scholar 

  • Smith, T. (1999). Outcome of early intervention for children with autism. Clinical Psychology: Science and Practice, 6, 33–49.

    Google Scholar 

  • Solomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism: The PLAY Project Home Consultation program. Autism, 11: 205-224. doi: 10.1177/1362361307076842

    Google Scholar 

  • Stahmer, A. C., Schriebman, L., & Cunningham, A. B. (2011). Toward a technology of treatment individualization for young children with autism spectrum disorder. Brain Research, 1380, 229–239. doi:10.1016/j.brainres.2010.09.043.

    Article  PubMed  PubMed Central  Google Scholar 

  • Stansberry-Brusnahan, L. L., & Collet-Klingenberg, L. L. (2010). Evidence-based practices for young children with autism spectrum disorders: Guidelines and recommendations from the National Resource Council and National Professional Development Center on autism spectrum disorders. International Journal of Early Childhood Special Education, 2, 45–56.

    Google Scholar 

  • Stern, D. (1985). The interpersonal world of the human infant. New York: Basic Books.

    Google Scholar 

  • Sussman, F. (1999). More than words. Toronto: The Hanen Centre.

    Google Scholar 

  • Vismara, L. A., & Rogers, S. J. (2008). The Early Start Denver Model: A case study of an innovative practice. Journal of Early Intervention, 31(1), 91–108.

    Article  Google Scholar 

  • Vismara, L. A., Colombi, C., & Rogers, S. J. (2009). Can one hour of therapy lead to lasting changes in young children with autism? Autism: The International Journal of Research and Practice, 13, 93–115. doi:10.1177/1362361307098516.

    Article  Google Scholar 

  • Vismara, L. A., Young, G. S., Stahmer, A. C., McMahon Griffith, E., & Rogers, S. J. (2009). Dissemination of evidence-based practice: Can we train therapists from a distance? Journal of Autism and Developmental Disorders, 39, 1636–1651.

    Article  PubMed  PubMed Central  Google Scholar 

  • Vismara, L. A. & Rogers, S. J. (2010). Behavioral treatments in Autism Spectrum Disorders: What do we know? Annual Review of Clinical Psychology, 6, 447-68. doi: 10.1146/annurev.clinpsy.121208.131151.

    Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.

    Google Scholar 

  • Wallace, K. S., & Rogers, S. J. (2010). Intervening in infancy: Implications for autism spectrum disorders. Journal of Child Psychology and Psychiatry, 51, 1300–1320. doi:10.1111/j.1469-7610.2010.02308.x.

    Article  PubMed  Google Scholar 

  • Warren, S. F., Fey, M. E., & Yoder, P. J. (2007). Differential treatment intensity research: A missing link to creating optimally effective communication interventions. Mental Retardation and Developmental Disabilities, 13, 70–77. doi:10.1002/mrdd.

    Article  Google Scholar 

  • Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra-VanderWeele, J. (2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127, e1303–1311.

    Article  PubMed  Google Scholar 

  • Wieder, S., & Greenspan, S. I. (2001). The DIR (Developmental, Individual-difference, Relationship-based) approach to assessment and intervention planning. Zero to Three, 21, 11–19.

    Google Scholar 

  • Wetherby, A. M., & Woods, J. (2006). Early social interaction project for children with autism spectrum disorders beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education, 26, 67–82. doi:10.1177/02711214060260020201.

    Article  Google Scholar 

  • Wetherby, A. M., & Woods, J. (2008). Developmental approaches to treatment. In K. Chawarska, A. Klin, & F. R. Volkmar (Eds.), Autism spectrum disorders in infants and toddlers: Diagnosis, assessment, and treatment (pp. 170–206). New York: Guildford Press.

    Google Scholar 

  • Woods, J., & Wetherby, A. M. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools, 34, 180–193.

    Article  Google Scholar 

  • Yoder, P., & Stone, W. L. (2006). A randomized comparison of the effect of two prelinguistic communication interventions on the acquisition of spoken communication in preschoolers with ASD. Journal of Speech, Language, and Hearing Research, 49, 698–711. doi:10.1044/1092-4388(2006/051).

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The MIND Institute, Sacramento, CA, USA

    Amy Lee Wagner, Katherine S. Wallace & Sally J. Rogers

Authors
  1. Amy Lee Wagner
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Katherine S. Wallace
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sally J. Rogers
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Amy Lee Wagner .

Editor information

Editors and Affiliations

  1. Center for Autism and Related Disorders, Tarzana, California, USA

    Jonathan Tarbox

  2. Center for Autism and Related Disorders, Tarzana, California, USA

    Dennis R. Dixon

  3. Department of Psychology, Queens College City University of New York, Flushing, New York, USA

    Peter Sturmey

  4. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Johnny L. Matson

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Wagner, A., Wallace, K., Rogers, S. (2014). Developmental Approaches to Treatment of Young Children with Autism Spectrum Disorder. In: Tarbox, J., Dixon, D., Sturmey, P., Matson, J. (eds) Handbook of Early Intervention for Autism Spectrum Disorders. Autism and Child Psychopathology Series. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-0401-3_20

Download citation

Publish with us

Policies and ethics

Search

Navigation