Assessment of The Difference in The Developmental Trajectories Among Young Children with Autism After Early Intervention Using a Simplified Skills Tracking as an Assessment Tool

Abstract

Research has also shown that early intervention programs can lead to considerable gains in cognitive, social, emotional, and motor functioning because of the neuroplasticity of the human brain. Early intervention for children newly diagnosed with autism spectrum disorder (ASD) has a role in shaping the brain to be receptive to the social world and, in doing so, preventing or mitigating the symptoms and severity associated with ASD. Nowadays, even though ASD is not perceived as a disease that needs to be fixed, it is referred to as a condition. Having a child with developmental disabilities has life-changing implications and long-lasting effects on the life of the whole family. The stress on parents could be a barrier to care and effective intervention. As progress in children with autism undergoing implementation is slow, parents need reassurance to motivate them. In this study, a simplified version of the lengthy ABLLS (Assessment of Basic Language and Learning Skills) was used. The progress of the child was graphically shown with different colors. In a simplified version of ABLLS, the ABLLSS provided parents with visual reassurance that their child was improving, which is a great motivator for parent-implemented intervention for young children with autism.