2025, Vol. 6, Issue 2, Part A
Exploring early intervention strategies in the management of autism spectrum disorder
Author(s): Lars Andersson and Erik Svensson
Abstract: Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder that affects social interaction, communication, and behavior, presenting challenges across various domains of life. Early intervention has been widely recognized as a critical factor in improving the developmental trajectory of children with ASD. This paper explores various early intervention strategies, including behavioral therapies, developmental approaches, speech and language therapies, and occupational interventions, assessing their effectiveness in managing ASD. A comprehensive review of the literature was conducted, analyzing key studies and providing a comparative analysis of intervention outcomes. The findings suggest that while early intervention can significantly enhance the developmental outcomes for children with ASD, the effectiveness of these strategies varies based on age of onset, the type of intervention, and the individual needs of the child. Behavioral therapies, particularly Applied Behavior Analysis (ABA), have been shown to yield positive outcomes in improving communication and social skills, while developmental approaches, such as the Early Start Denver Model (ESDM), focus on integrating play and communication. Speech therapy and occupational therapies are also critical in addressing specific deficits in communication and sensory integration. However, the paper highlights the need for more personalized approaches, integrating family involvement and community-based services. Recommendations for future research include examining the long-term impacts of these interventions and exploring the role of genetic and environmental factors in shaping treatment efficacy.
Pages: 32-42 | Views: 59 | Downloads: 36
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How to cite this article:
Lars Andersson and Erik Svensson. Exploring early intervention strategies in the management of autism spectrum disorder. International Journal of Childhood and Development Disorders. 2025; 6(2): 32-42.
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