Early Intervention Practices for Children With Autism: Descriptions From Community Providers

TLDR

Across the U.S., autism enrollment is rising, yet research on translating proven treatments into early intervention programs remains limited. The study aimed to assess how community providers report using interventions in early intervention programs via focus groups. Data were collected through focus group discussions with community providers. Providers report using both evidence‑based and non‑evidence‑based techniques, often combining and modifying them based on child, personal, and external factors; few have a clear understanding of evidence‑based practice, and all express concerns about adequate training.

Abstract

Across the country, states are reporting increases in the number of children with autism enrolled in the education system. Although a few specific treatment methods have been established as efficacious for some children with autism in controlled settings, research examining the translation of these treatments into early intervention programs has been minimal. The current study examined provider self-reports of the use of interventions in community settings through focus groups. Providers report the use of both evidence-based and non-evidence-based techniques and indicate that they often combine and modify these techniques based on child, personal, and external factors. Few providers had a clear understanding of evidence-based practice, and all providers reported concerns about adequate training. Implications for early intervention research are discussed.