A pre-school model of autism support; delivering early intervention to children, families and early years practitioners

It is well established that intervention during the early years plays a vital role in improving development and long-term social outcomes, for children with autism. Families and early years practitioners, in particular, are... [ view full abstract ]

It is well established that intervention during the early years plays a vital role in improving development and long-term social outcomes, for children with autism. Families and early years practitioners, in particular, are central to guiding the child's development and maintaining the gains from interventions across the settings in which the child participates. Yet it can also be an overwhelming experience adjusting to the diagnosis and supporting the child's day-to-day needs. This presentation illustrates a community-based early intervention model of service delivery, targeting pre-school children with a diagnosis of autism. The service offers education and skills training for families and practitioners, through post-diagnosis support, psycho-educational programmes and intervention at home and in settings. This model outlines targeted support, focusing specifically on families’ priority areas of need. It aims to build capacity in families and early years settings to best support children with autism spectrum disorders. Evidence based strategies are employed, using an eclectic approach to meet individual needs. Family and practitioner evaluations, using a mixed methods approach of questionnaires and qualitative feedback, are gathered pre and post intervention. These outline key strengths and areas of development for the service. Implications with regard to early intervention research evidence, good practice guidelines and practical application of support and intervention ‘in the real world’ are discussed.