- About ASF
- What is Autism?
- How Common is Autism?
- Early Signs of Autism
- Autism Diagnosis
- Following a Diagnosis
- Treatment Options
- Beware of Non-Evidence-Based Treatments
- Autism and Vaccines
- Autism Science
- Quick Facts About Autism
- What We Fund
- Baby Siblings Research Consortium
- Resources for Grantees
- Funding Calendar
- ASF Funded Research
- ASF Supported Findings
- Apply for a Fellowship
- Apply for a Research Accelerator Grant
- Apply for an Undergraduate Summer Research Grant
- Apply for IMFAR Travel Grant
- Get Involved
- Participate in Research
- Student Clubs
- Live Chat with Scientists
- Jobs & Internships
- Apply for a Grant
- Day of Learning & Evening of Celebration
- Contact Us
Research by Topic: Preschoolers
Comparing cognitive outcomes among children with autism spectrum disorders receiving community-based early intervention in one of three placementsPublished April 18, 2014 in Autism: the international journal of research and practice
"Little comparative research examines which community-based preschool intervention placements produce the best outcomes for which children with autism spectrum disorders. Autism-specific placements can provide intensive evidence-based care; however, inclusion settings provide interaction with typically developing peers, the importance of which is increasingly recognized. This study examined the association between early intervention placement in three settings […]
Social stories, an intervention used to define a skill, concept or situation in socially appropriate terms, were used to promote self-regulation techniques in a self-contained preschool classroom. While implementation of self-regulation strategies varied among the children, all showed an increase in desired behaviors with the intervention.
Researchers examine parent-child dyads during structured and free play and find that that joint engagement lasts longer when parents engage their child at or slightly above the child’s current level of play. Parents of children with autism often find it difficult to estimate their child’s level, which can result in parents engaging at too high of a level and shortening the interaction.
Childhood Immunization Schedule and Safety: Stakeholder Concerns, Scientific Evidence, and Future StudiesPublished January 16, 2013 in Institute of Medicine of the National Academies
The Institute of Medicine issues a report in response to questions about the safety of the vaccination schedule for children under age six. Thorough examination of the immunization schedule reveals no major concerns associated with adherence to recommended practices.
Neural Mechanisms of Improvements in Social Motivation After Pivotal Response Treatment: Two Case StudiesPublished October 27, 2012 in Journal of Autism and Developmental Disorders
Researchers find increased activation to social stimuli in brain regions involved in social perception in two children with ASD after pivotal response treatment (PRT).
In this new review of intervention studies targeting social impairment in autism, authors encourage researchers to design new studies that: evaluate ingredients of effective interventions (e.g., required dose for therapeutic effect); include better outcome measures that can show that meaningful improvements have happened (e.g., spontaneous social initiations; sustained interactions); and include underserved and underrepresented participant groups, such as children with comorbidities, non-English speaking children, and minimally verbal children.
Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum DisordersPublished May 25, 2011 in Topics in Early Childhood Special Education
A 2011 study supports the effectiveness of an early intervention model for autism spectrum disorder designed to be used in an integrated classroom. Randomized controlled trials are considered to be the gold standard of evidence; however, due to their complexity and cost, only four other RCTs of comprehensive interventions for young children with autism had […]