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Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for Autism), designed for children with ASD. Using case study methods, the authors identified six themes that were associated with optimal responders. The themes include the following: responders made continual progress, their challenging behaviors served clear functions, teachers were able to identify motivators, responders became sociable, they learned efficiently in group arrangements, and they generalized new skills. Findings are discussed in terms of implications for individualizing intervention approaches within the context of comprehensive treatment models. [ABSTRACT FROM PUBLISHER]

In this article, the authors discuss the important role of families with children affected with autism spectrum disorder (ASD) regarding the applications of early intervention. It states that the early intensive behavioral intervention services have been continually practiced in social and behavioral support to the academic and community activities. According to the National Early Intervention Longitudinal Project, the parents would have to provide at least 90 minutes of treatment in a week.

Providing appropriate educational services to young children with autism may be one of the defining challenges of the 1990s and early 2000s for early childhood special education. The number of children with autism is increasing dramatically, the research literature is rich with evidence-based instructional strategies, and the Internet is even more full of information and advice of unknown quality. Parents and school district personnel, often working together but sometimes at odds, need to develop programs to meet the needs of these children. Project DATA (Development Appropriate Treatment for Autism) started as a federally funded model demonstration project for developing a school-based program for young children with autism that would be effective and acceptable to consumers (e.g., parents, school personnel). Project DATA consists of five components: a high-quality early childhood environment, extended instructional time, social and technical support for families, collaboration and cooperation across services, and transition support. In this article, we provide data demonstrating the effectiveness of this model and discuss the implications of this type of inclusive programming for young children with autism. [ABSTRACT FROM AUTHOR]

Presents information on three case studies of three children with autism who received educational services in a public-school-affiliated early childhood program during their preschool and kindergarten years. Data sources; Method; Data analysis; Presentation of the case studies.

Describes a group of congenital infections called TORCH infections. Possibility of developmental disability in congenitally infected children; Need for early intervention services; Program staff's concern over including infected children and their families in group programs and activities; Methods of transmission, incidence and developmental outcomes.

Investigates the effects of home-based early interventions on mortality rates for premature or low birthweight infants. Rationale for home-based intervention; Advantages of home-based early intervention programs; Limitations of the study.

Reports on a study conducted with parents of exceptional children to assess parental perceptions of infant and family services as proposed in Public Law 99-457. Parents' emphasis on their need to become knowledgeable about their child and about available services; Emphasis on professionals relaying information and empowering families to become their own decision makers.

Because more children under the age of 3 years are being diagnosed with autistic spectrum disorder (ASD), early interventionists face the challenge of identifying appropriate programs to meet the unique needs of very young children with ASD and their families. Project DATA (Developmentally Appropriate Treatment for Autism) for Toddlers is an inclusive early intervention program for children between 1 year and 3 years old who have been diagnosed with ASD and is based on an existing program for preschoolers with ASD at the University of Washington. Project DATA for Toddlers uses the effective preschool model and makes modifications to meet the unique developmental needs of toddlers. In this article, the authors describe the components of Project DATA for Toddlers and present preliminary findings, specifically, child outcome data from the areas of cognition, communication, self-regulation, functional skills, and elementary school placement. They also discuss the implications for early intervention service delivery programs. [ABSTRACT FROM AUTHOR]

Describes the functional assessment (FA) procedures used in Project DATA (Developmentally Appropriate Treatment for Autism), which is designed to serve young children with autism and their families. Interrelated steps that compose the FA procedures; Program elements of a linked systems approach to early childhood education; Definition of functional skills; Components of Project DATA.