NEUROPSYCHOLOGY OF AUTISM IN YOUNG-CHILDREN AND ITS IMPLICATIONS FOR EARLY INTERVENTION

Given a variety of encouraging outcome reports regarding the progress of young children with autism in certain early intervention programs, there is a new emphasis nationally on providing more systematic and fo cused interventions for these children. There is also considerable nat ional debate regarding the appropriate nature and forms of successful interventions. While published intervention strategies differ with res pect to world view, beliefs about intervention, and goals for outcome, successful programs produce better outcomes for children because ther e are deep similarities between them that address core neuropsychologi cal difficulties of young children with autism. These core difficultie s affect development of intersubjectivity, imitation/praxis, possible deficits in executive functioning, emotional functioning, and sensory/ arousal functioning. The neuropsychological perspective provides a too l for examining any intervention approach to autism to discriminate: w hat need(s) the approach addresses, what educational strategies it use s to address the need, and the degree to which it fits with the needs of a given child. Successful intervention approaches: 1) address the i ndividual child's and family's needs, strengths, and preferences, 2) c an be delivered by the persons responsible for the child's interventio n, and 3) result in satisfying gains for the child and family. (C) 199 8 Wiley-Liss, Inc.