Facilitating Critical Skill Development for Children at Risk for Autism Spectrum Disorder (ASD): Development of a Parent and Teacher Handbook

As the prevalence of autism spectrum disorder (ASD) increases every year, so has the literature on early identification and early interventions (EI) that can result in better outcomes for children with ASD. There has been a focus on core deficits that are impaired in ASD and that appear to prevent other areas of development from flourishing, resulting in secondary deficits. Providing intensive early intervention is critical to maximizing outcomes for children with ASD. This study, therefore, delved into identifying early ASD markers. A comprehensive review of the literature was conducted. Research has recognized the importance of early ASD identification and the implementation of intervention. A handbook was developed and presented to subject matter experts and field testers for further revision. The final handbook version will be created after expert and field testers provide feedback. The goal of the project and handbook was to bring an awareness of early ASD markers and provide ideas and strategies that can be implemented by teachers or parents to facilitate the development of critical skills. In addition, as parents begin the process of assessment and possible identification of ASD for their child, this handbook will empower parents to get a head start by providing opportunities for learning across different routines in their everyday environment with their child. The author discusses limitations and a plan for dissemination. The handbook is intended to be a tool utilized by teachers who work with preschool-aged children and their families. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]