Early Intervention in Autism in the UK

The term ‘Early Intervention’ is used to refer to a wide range of different approaches and programmes which aim to foster and enhance development in very young children.

At Puzzle, we refer to the importance of early intervention in terms of a very specific, targeted approach to teaching young children with significant communication difficulties, particularly autistic spectrum disorders.

There is no single best treatment package for all children with ASD. One point that most professionals agree on is that early intervention is important; another is that most individuals with ASD respond well to highly structured, specialised programmes. The US based National Institute of Mental Health suggests a list of questions parents can ask when planning for their child:

How successful has the programme been for other children?
How many children have gone on to placement in a mainstream school and how have they performed?
Do staff have training and experience in working with children with autism?
How are activities planned and organised?
Are there predictable daily schedules and routines?
How much individual attention will my child receive?
How is progress measured? Will my child’s behaviour be closely observed and recorded?
Will my child be given tasks and rewards that are personally motivating?
Is the environment designed to minimise distractions?
Will the programme prepare me to continue the therapy at home?
What is the time commitment and location of the programme? Are there any costs involved?

NIMH goes on to say that: An effective treatment programme will build on a child’s interests, offer a predictable schedule, teach tasks as a series of simple steps, actively engage the child’s attention in highly structured activities, and provide regular reinforcement of behaviour. Parental involvement has emerged as a major factor in treatment success. Puzzle Centre aims to incorporate all of the above principles of an effective programme.

Early Child Intervention is a key theme in the Government’s report EVERY CHILD MATTERS, which gives Early Intervention a high priority across all children’s services. In this report the Government notes that: ‘Overall this country is still one where life chances are unequal. This damages not only those children born into disadvantage but our society as a whole.’

Russell (2003) outlines the considerable financial and social disadvantage because of the additional costs associated with disability. She comments that: ‘Investment in families with a disabled child and avoiding family breakdown will have direct benefits for the community and the economy as well as for parents and children. They can ‘pay back’ the cost of enhanced family support through tax and pension contributions. Importantly and additionally, we cannot improve the efficacy of any interventions unless we address the context within which they are to be delivered’.

Another Government paper, ‘Together From the Start’ (2003), begins with the premise that: ‘Effective early intervention and support can produce improvements in children’s health, social and cognitive development and help tackle some of the many social and physical barriers families of disabled children face to full participation in society.’

Similarly, in the ‘National Service Framework for Children (2004) there is a clear direction to all agencies that Early Support is key to their work with families.

As Carpenter (2005) points out the political climate is ripe for the development of a cohesive national programme of Early Childhood Intervention. Puzzle Specialist Nursery is attempting to provide one model of high quality service delivery for this vulnerable group of children and families.

‘I wish I had found you sooner. I don’t know where I would have been if my child hadn’t come to Puzzle, I was quickly running out of ways I could help him. I can’t believe the change in him, he is blooming into a loving little boy’ (Parent of a child who attended Puzzle).

The National Autistic Society states: “Early intervention for children, as soon as possible after a diagnosis of autistic spectrum disorder, is considered essential and the involvement of parents has been shown to have a positive influence on outcomes. Although early intervention cannot cure autism, it can minimise the build up of secondary behavioural problems. Early intervention bridges the gap between diagnosis and school placement.

Much early intervention is child focussed and education based. Some early intervention is autism-specific. Certainly, the pre-school child with autistic spectrum disorder is likely to have somewhat different needs from children with other developmental disabilities, since the pattern of development in autism is likely to be different, rather than simply delayed. The underlying deficits of the triad [of specific autistic impairments] and the accompanying sensory sensitivities mean that children with autism will benefit from specialist help, provided by professionals with experience of autistic spectrum disorder and an understanding of how people with autism experience the world.

Both early intervention and educational provision should involve parents in providing for the needs of their child. This is true for all children with special needs - but especially for autism - since the difficulties of the triad pervade many aspects of the child's development, not just academic learning. In addition, children with autistic spectrum disorder have particular difficulty in generalising skills learned in one situation (e.g. school) to be used in another (e.g. home). Autism is a lifelong condition and professionals should remember that the parents of a child with autism have a 24 hour a day, 7 day a week ongoing task in living with and managing their child.”

The All Party Parliamentary Group on Autism has been established since 2000. They see one of their objectives achievable by 2013 as: Early Intervention – All children receiving a diagnosis of an autism spectrum disorder will be offered a prompt and appropriate early intervention programme based on best available evidence.

Mencap, UK’s leading learning disability charity writes: Disabled children or children with special educational needs can benefit from early intervention provided jointly by parents and practitioners. The availability of early intervention services varies greatly across the country. As a result, families do not have equal opportunities for their children.

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Home What is Autistic Spectrum Disorder? What is Early Intervention? Admissions A Typical Day For Parents Training About Us Testaments Vacancies Fundraising Useful Links How To Get Here Contact Us Bookmark Us	Early Intervention in Autism in the UK The term ‘Early Intervention’ is used to refer to a wide range of different approaches and programmes which aim to foster and enhance development in very young children. At Puzzle, we refer to the importance of early intervention in terms of a very specific, targeted approach to teaching young children with significant communication difficulties, particularly autistic spectrum disorders. There is no single best treatment package for all children with ASD. One point that most professionals agree on is that early intervention is important; another is that most individuals with ASD respond well to highly structured, specialised programmes. The US based National Institute of Mental Health suggests a list of questions parents can ask when planning for their child: How successful has the programme been for other children? How many children have gone on to placement in a mainstream school and how have they performed? Do staff have training and experience in working with children with autism? How are activities planned and organised? Are there predictable daily schedules and routines? How much individual attention will my child receive? How is progress measured? Will my child’s behaviour be closely observed and recorded? Will my child be given tasks and rewards that are personally motivating? Is the environment designed to minimise distractions? Will the programme prepare me to continue the therapy at home? What is the time commitment and location of the programme? Are there any costs involved? NIMH goes on to say that: An effective treatment programme will build on a child’s interests, offer a predictable schedule, teach tasks as a series of simple steps, actively engage the child’s attention in highly structured activities, and provide regular reinforcement of behaviour. Parental involvement has emerged as a major factor in treatment success. Puzzle Centre aims to incorporate all of the above principles of an effective programme. Early Child Intervention is a key theme in the Government’s report EVERY CHILD MATTERS, which gives Early Intervention a high priority across all children’s services. In this report the Government notes that: ‘Overall this country is still one where life chances are unequal. This damages not only those children born into disadvantage but our society as a whole.’ Russell (2003) outlines the considerable financial and social disadvantage because of the additional costs associated with disability. She comments that: ‘Investment in families with a disabled child and avoiding family breakdown will have direct benefits for the community and the economy as well as for parents and children. They can ‘pay back’ the cost of enhanced family support through tax and pension contributions. Importantly and additionally, we cannot improve the efficacy of any interventions unless we address the context within which they are to be delivered’. Another Government paper, ‘Together From the Start’ (2003), begins with the premise that: ‘Effective early intervention and support can produce improvements in children’s health, social and cognitive development and help tackle some of the many social and physical barriers families of disabled children face to full participation in society.’ Similarly, in the ‘National Service Framework for Children (2004) there is a clear direction to all agencies that Early Support is key to their work with families. As Carpenter (2005) points out the political climate is ripe for the development of a cohesive national programme of Early Childhood Intervention. Puzzle Specialist Nursery is attempting to provide one model of high quality service delivery for this vulnerable group of children and families. ‘I wish I had found you sooner. I don’t know where I would have been if my child hadn’t come to Puzzle, I was quickly running out of ways I could help him. I can’t believe the change in him, he is blooming into a loving little boy’ (Parent of a child who attended Puzzle). The National Autistic Society states: “Early intervention for children, as soon as possible after a diagnosis of autistic spectrum disorder, is considered essential and the involvement of parents has been shown to have a positive influence on outcomes. Although early intervention cannot cure autism, it can minimise the build up of secondary behavioural problems. Early intervention bridges the gap between diagnosis and school placement. Much early intervention is child focussed and education based. Some early intervention is autism-specific. Certainly, the pre-school child with autistic spectrum disorder is likely to have somewhat different needs from children with other developmental disabilities, since the pattern of development in autism is likely to be different, rather than simply delayed. The underlying deficits of the triad [of specific autistic impairments] and the accompanying sensory sensitivities mean that children with autism will benefit from specialist help, provided by professionals with experience of autistic spectrum disorder and an understanding of how people with autism experience the world. Both early intervention and educational provision should involve parents in providing for the needs of their child. This is true for all children with special needs - but especially for autism - since the difficulties of the triad pervade many aspects of the child's development, not just academic learning. In addition, children with autistic spectrum disorder have particular difficulty in generalising skills learned in one situation (e.g. school) to be used in another (e.g. home). Autism is a lifelong condition and professionals should remember that the parents of a child with autism have a 24 hour a day, 7 day a week ongoing task in living with and managing their child.” The All Party Parliamentary Group on Autism has been established since 2000. They see one of their objectives achievable by 2013 as: Early Intervention – All children receiving a diagnosis of an autism spectrum disorder will be offered a prompt and appropriate early intervention programme based on best available evidence. Mencap, UK’s leading learning disability charity writes: Disabled children or children with special educational needs can benefit from early intervention provided jointly by parents and practitioners. The availability of early intervention services varies greatly across the country. As a result, families do not have equal opportunities for their children.

Last Updated: May 2009