An incidental teaching approach to early intervention for toddlers with autism

In an effort to move incidental teaching research to practical applications for toddlers with autism, a comprehensive early intervention model was dev eloped for use in the natural environments of a childcare center and childr en's homes. Based on the premise that social readiness will best be achieve d by providing early social leaving opportunities, the center based compone nt of the model targets the developmental needs of an inclusive group of ch ildren with and without autism. The home based component involves parents o f children with autism as key participants in their children's learning and prepares them to be effective advocates in their children's futures. The c urriculum addresses what it is that toddlers need to learn, what environmen tal arrangements provide the most powerful teaching opportunities, and how teachers and parents can most effectively teach children to progress at the ir optimum pace. Outcome data are presented that documents an impact on the language and social behavior of participating toddlers with autism. Two of the more controversial Walden curriculum components ave discussed. Current impediments to system change are considered in the hope that appropriate a nd effective early intervention may become available to all children with a utism.