Topic: Developmental and Autism Spectrum Disorder Interventions (Child & Adolescent)
Definition for Developmental and Autism Spectrum Disorder Interventions (Child & Adolescent):
Developmental and Autism Spectrum Disorder Interventions (Child & Adolescent) are defined by the CEBC as interventions to meet the needs of youth who have been diagnosed with a developmental disorder, including autism spectrum disorder (ASD), due to an impairment in learning, language, communication, or behavior areas.
Interventions may include behavior-based approaches that are focused on teaching children new behaviors and skills by using specialized, structured techniques; developmental approaches that to help children form positive, meaningful relationships with other people; or a combination of both behavioral and developmental methods. Developmental and Autism Spectrum Disorder Interventions (Child & Adolescent) may differ in terms of timing and may target different age groups. Interventions can occur in a variety of settings, including schools, homes, other community settings, and health care settings, and may be delivered in family, group, or individual formats.
Programs included in this topic area may also be child welfare focused and include changes in the methods used to assess youth with developmental disorders for child welfare service planning and changes in the implementation of services to intervene with them. In addition, programs may include systems-based practices that are meant to increase the effectiveness of working with these youth, the availability of needed supports for those who work with this population, and the reduction of barriers between the multiple service systems to which these youth and families may be connected.
- Target population: Children and adolescents who have been diagnosed with a developmental disorder which can include Autism Spectrum Disorder
- Services/types that fit: Home, community- or school-based interventions, healthcare and outpatient services (either individual or group) that may include their parents and other family members, teachers, and other members of a youth's ecosystem
- Delivered by: Child and family serving professionals, including educators, mental health providers, physicians, community-based organizations, and advocacy organizations
- In order to be included: Program must specifically target developmental and/or autism spectrum disorders.
- In order to be rated: There must be research evidence (as specified by the Scientific Rating Scale) that examines outcomes related to developmental and/or autism spectrum disorders, such as youth symptom levels, behaviors, and/or functioning or child welfare outcomes for families involving a child or adolescent in this population (e.g., placement stability).
Programs in this Topic Area
The programs listed below have been reviewed by the CEBC and, if appropriate, been rated using the Scientific Rating Scale.
Ten Programs with a Scientific Rating of 3 - Promising Research Evidence:
- AIM HISchool-aged children with autism with behaviors of concern and their parents
- DIRFloortime® – non-responder
[Floortime]Children with a wide range of emotional, sensory, regulatory, motor, learning, and developmental challenges including having an autism spectrum disorder
- Early Start Denver Model (ESDM) – non-responderParents of children with an autism spectrum disorder (ASD)
- LEAP Preschool – non-responderChildren with and without disabilities within an inclusive early childhood environment
- Lovaas Model of Applied Behavior Analysis – non-responderChildren between the ages of two and eight who have developmental delays
- Picture Exchange Communication System (PECS) – non-responderNonverbal individuals including preschool students diagnosed with autism
- Pivotal Response Treatment® (PRT®) – non-responderChildren diagnosed with an autism spectrum disorder (ASD)
- Program for the Education and Enrichment of Relationship Skills (PEERS®) for Adolescents – non-responderTeens in middle school or high school who are interested in learning ways to help them make and keep friends ...
- Project ImPACT (Improving Parents as Communication Teachers)Parents of young children with autism spectrum disorder (ASD) and related social communication delays and the children themselves
- Social Communication Emotional Regulation and Transactional Support (SCERTS) – non-responderChildren with an autism spectrum disorder (ASD) and their families
Four Programs with a Scientific Rating of NR - Not able to be Rated:
- Circles® Curriculum – non-responderSpecial needs students
- Relationship Development Intervention (RDI®) – non-responderChildren and families that face autism spectrum disorders (ASDs) and other developmental difficulties
- Road to Recovery Toolkit, TheThe Road to Recovery ToolkitProviders working with children and adolescents of all ages (0â€“1) with intellectual/developmental disabilities (IDD) and their families
- We Thinkers! Curriculum SeriesChildren ages 4-7+ with social learning differences who are considered neurodivergent, including autism, attention-deficit/hyperactivity disorder (ADHD), behavioral diagnoses, and/...
Jessica Suhrheinrich, PhD
Department of Special Education
San Diego State University