Wallace, K. S., & Rogers, S. J. (2010). Intervening in infancy: Implications for autism spectrum disorders. Journal of Child Psychology and Psychiatry, 51(12), 1300–1320. doi:10.1111/j.1469-7610.2010.02308.x.
Reviewed by: Daniela Fazzio, PhD, BCBA-D, Adjust Professor Simmons University
Why research this topic?
The researchers intended to propose a research agenda for interventions for infants and toddlers with autism spectrum disorder (ASD). Diagnosis of ASD is occurring more often at 12 months of age and even earlier, yet most research on evidence-based interventions has involved children older than 3 years of age. Given the importance of early intervention, it is essential to address this gap.
What did the researchers do?
The researchers reviewed intervention studies with infants and toddlers with other developmental disorders or developmental risks, such as preterm birth, diagnosis of Down syndrome, or risk factors for intellectual disability, to identify which characteristics of those interventions were associated with improvements in developmental functioning. Studies included had the following characteristics: a) published in peer review journals; b) well-designed, controlled intervention on efficacy; c) participants 0-3 years of age with developmental impairments or a risk of; and d) sufficient data to accumulate effect size.
What did the researchers find?
Among 32 studies selected, the researchers identified four main characteristics associated with best outcomes for the groups studied: (1) parent involvement, including ongoing parent coaching focusing on parental responsiveness, sensitivity to child cues, and delivery of the interventions; (2) individualization to each infant’s developmental profile; (3) focusing on a broad range of learning targets; and (4) beginning as early as the risk is detected and providing greater intensity and duration of the intervention. They also identified that the literature lacks assessment of long-term effects of the interventions (i.e., follow-up).
What are the strengths and limitations of the study?
The main strength of this study was the stringent criteria for selecting the studies to review.
What do the results mean?
The results mean that the literature on interventions for children with other developmental disabilities or risks can be used to guide future research on effective interventions for infants and toddlers with ASD. Regarding ASD, the researchers suggest designing comparative studies that allow identification of essential characteristics for success, as they did with these other populations. They recommend that future ASD research: (1) tease out if broad focus interventions (i.e., several target skills) are necessary at the infant level or if intervention focused on “core deficits” such as joint attention, imitation and social development, would be sufficient; (2) identify the necessary intensity of intervention; (3) investigate supports for parents to deliver intervention; and (4) develop interventions effective at home and in the community, to address varying parental preferences and parenting styles.
Citation for this article:
Fazzio, D. (2019). Research synopsis: Intervening in infancy and implications for autism spectrum disorders. Science in Autism Treatment, 16(8).
