Early Social Interaction Intervention Guidelines
The Early Social Interaction Intervention Guidelines Manual is designed for professionals who are interested in learning more about the ESI project. It provides an overview of the theoretical framework and components of ESI, a case study, and handouts used for the initial home visit, program planning, and intervention with families of toddlers with autism spectrum disorder. These guidelines were developed for a model demonstration grant funded by the U.S. Department of Education, Office of Special Education Programs.
Wetherby, A. & Woods, J. (2006). Effectiveness of early intervention for children with autism spectrum disorders beginning in the second year of life. Topics in Early Childhood Special Education, 26(2), 67-82
Abstract
The Early Social Interaction (ESI) Project (Woods & Wetherby, 2003)
was designed to apply the recommendations of the National Research Council
(2001) to toddlers with autism spectrum disorders (ASD) by using a parent-implemented
intervention that (a) embeds naturalistic teaching strategies in every-day
routines and (b) is compatible with the mandate of the Individuals with
Disabilities Education Improvement Act (IDEA) of 2004, Part C. This quasiexperimental
study is a preliminary effort by the authors to evaluate the effects
of ESI on the social communication outcomes for a group of 17 children
with ASD who entered ESI at age 2 years. The results indicated significant
improvement on 11 of 13 social communication measures. The researchers
compared the ESI group with a contrast group of 18 children with ASD
who entered early intervention at age 3 years. The contrast group’ results
were comparable to those for the ESI postintervention group on communicative
means and play, but this group as a whole demonstrated significantly
poorer performance on all other social communication measures. These
findings offer promise for the use of parent-implemented interventions
in promoting social communication for toddlers with ASD.
Woods, J. & Wetherby, A. (2003). Early identification and intervention for infants and toddlers at-risk for autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 34, 180-193.
Abstract
Providing intensive early intervention is critical to maximizing outcomes
for children with autism spectrum disorder (ASD), and evidence suggests
that the earlier intervention can begin, the better the outcome. The first
purpose of this article is to review the earliest indicators of ASD in
very young children—social and communication impairments—which
have important implications for early identification. The second purpose
is to review evidence-based intervention practices for children with ASD
and to develop a set of guiding principles for providing intervention for
infants and toddlers who are at risk for ASD. Issues that are delineated
include providing intervention in natural environments, supporting families
in early intervention, and embedding intervention in daily routines.
Early Social Interaction Brochure
This brochure is designed for families and professionals who are interested in learning more about the ESI project. It provides an overview of the project goals, information on the children and families we serve and a brief description of social communication delays.
Critical Information for Parents
of Young Children with Social Communication Delays
This fact sheet is designed to give to families following a conversation about social communication delays and autism spectrum disorders. It is not intended to be distributed without personal contact and opportunities by family members to ask and answer questions. The fact sheet outlines the importance of early communication skills and “red flags” that children at risk for autism spectrum disorders may exhibit. It also provides information on pursuing a diagnosis.
The Importance of Early Intervention
This fact sheet emphasizes the importance of early intervention to long term success. The first few years of life constitute a period of fundamental organization at both the neurological and behavioral level. Intensive, comprehensive, high-quality early intervention programs can significantly alter the long term development and school success of young children with disabilities.