Abstract
Autism Spectrum Disorder (ASD) has increased in prevalence the last couple of decades; however, many children are not involved in empirically validated interventions. The purpose of this literature review was to find what existing interventions work the best for children of different ages, and found that there are several different treatments that are effective in helping children with ASD. Several factors played in to predict the progress of development, such as intelligence, language scores, and ability to interact with others. Throughout the different ages interventions had a tendency to be more focused on certain aspects of development. In infancy and toddlerhood, overall development and IQ scores were typically the focus. This continued to be an emphasis until age of six, and thereafter interventions played a greater role on increasing social skills and communication, and decrease stereotypical behaviors, aggression, and anxiety. The most effective interventions for overall development were found to be Children’s Toddler School, Early Intensive Behavioral Intervention, Inclusive programs, and home based programs. This study concludes that there are several interventions available for any child, and in order to find the most successful intervention as possible, it is necessary to find an intervention that focus on overall development at younger ages, and adds individualized target skills once the child is older.
Semester/Year of Award
Fall 2012
Mentor
Jonathan S. Gore
Mentor Department Affiliation
Psychology
Access Options
Restricted Access Thesis
Document Type
Bachelor Thesis
Degree Name
Honors Scholars
Degree Level
Bachelor's
Department
Psychology
Recommended Citation
Lagerroos, Suzanna E., "Empirically Validated Autism Interventions for Children" (2012). Honors Theses. 67.
https://encompass.eku.edu/honors_theses/67
