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Individualizing Interventions for Young Children with Autism in Preschool

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Abstract

Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings.

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Authors and Affiliations

  1. University of Colorado Denver, 1201 5th Street, LSC 627, Denver, CO, 80204, USA

    Erin E. Barton

  2. University of Oregon, Eugene, OR, USA

    Karen Lawrence

  3. Early Childhood CARES, Eugene, OR, USA

    Florien Deurloo

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  1. Erin E. Barton
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  2. Karen Lawrence
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  3. Florien Deurloo
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Correspondence to Erin E. Barton.

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Barton, E.E., Lawrence, K. & Deurloo, F. Individualizing Interventions for Young Children with Autism in Preschool. J Autism Dev Disord 42, 1205–1217 (2012). https://doi.org/10.1007/s10803-011-1195-z

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  • DOI: https://doi.org/10.1007/s10803-011-1195-z

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