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Semin Speech Lang 2006; 27(3): 143-160
DOI: 10.1055/s-2006-948226
DOI: 10.1055/s-2006-948226
Early Identification of Autism: How Early Can We Go?
Elizabeth R. Crais1 , 5 , Linda R. Watson2 , 5 , Grace T. Baranek3 , 5 , J. Steven Reznick4 , 5- 1Professor, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
- 2Associate Professor, Division of Speech and Hearing Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
- 3Associate Professor, Division of Occupational Sciences, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
- 4Professor, Department of Psychology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
- 5University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
Further Information
Publication History
Publication Date:
29 August 2006 (online)
ABSTRACT
Identification of young children at risk for Autism Spectrum Disorders (ASD) depends on early behavioral symptomatology and yet conventional criteria provide little guidance for use with infants and toddlers. Recent research, however, has demonstrated that there are patterns of behavior below 2 years of age that distinguish children with autism from those who are developing typically or those with other developmental disabilities. Skill areas with particular promise for early identification include social communication, sensory regulation, and play. This article previews current innovative methodologies, presents a synthesis of recent research findings related to these three key areas, and provides clinicians with practical guidelines for early identification of infants and toddlers at risk for ASD and other disorders.
KEYWORDS
Autism spectrum disorders - infants and toddlers - early identification
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Elizabeth R CraisPh.D.
Division of Speech and Hearing Sciences, CB7190
University of North Carolina at Chapel Hill, Chapel Hill, NC 27599
Email: bcrais@med.unc.edu