Current Challenges in Early Intervention for Children with Autism Spectrum Disorder (ASD): A Narrative Review

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that involves global impairments in social skills and in verbal and non-verbal communication, as well as the presence of stereotyped patterns of behaviors and interests. ASD imposes an enormous burden on society including lifelong disability, high medical care, and increased mental health problems in caregivers. Evidence demonstrates that very early intervention delivered immediately after diagnosis during the first three years of life has higher impact on outcomes in comparison to later start. Early intervention has positive impact on verbal and nonverbal skills, adaptive skills, and quality of life of caregivers. Unfortunately, the majority of children in the world either start intervention after 4 years of age or never receive specialized intervention. The aim of this paper is to discuss current issues related to research and clinical implementation in the field of early intervention for young children with ASD. The paper will discuss intensity of services currently recommended, the need for effectiveness studies conducted outside the University settings, the inclusion/exclusion criteria used so far in intervention studies, and whether intervention should start during the first year of life.