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Behavioral Sciences
Special Issues
Early Identification and Intervention of Autism
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Early Identification and Intervention of Autism

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: 31 August 2025 | Viewed by 2010

Special Issue Editors

Dr. Melanie Pellecchia

E-Mail Website
Guest Editor
Center for Mental Health, Psychiatry Department, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA 19104, USA
Interests: early intervention for autism; caregiver-mediated interventions; naturalistic developmental behavioral intervention; implementation science; community-partnered research
Dr. Katherine E. Pickard

E-Mail Website
Guest Editor
Division of Autism and Related Disabilities, Department of Pediatrics, Emory University School of Medicine, Atlanta, GA 30329, USA
Interests: early intervention for autism; caregiver-mediated interventions; naturalistic developmental behavioral intervention; implementation science; community-partnered research

Special Issue Information

Dear Colleagues,

Early intervention is critical for improving long-term outcomes for young children on the autism spectrum. Intervention for autism initiated at earlier ages improves children’s long-term cognition, communication, behavior, and development. Additionally, including caregivers in early intervention delivery bolsters child and family gains. Given the strong empirical support for early intervention in autism, a growing number of research studies have been focused on strategies to improve the implementation of early autism interventions in community settings, especially those serving children from marginalized backgrounds. Therefore, this current Special Issue of Behavioral Sciences welcomes original research, systematic reviews, conceptual and theoretical research, applied effectiveness research, and implementation research focused on early intervention for autism when delivered in community settings. Areas of interest include (but are not limited to) advancements in early intervention for autism, caregiver-mediated interventions for autism, naturalistic developmental behavioral interventions, the implementation of early autism intervention in community settings, community-partnered research for early autism intervention, research evaluating social validity, and research that focuses on autistic children under five years of age. Within these premises, this Special Issue aims to advance the literature concerning the extent to which autism early interventions can be effectively delivered within community settings and their effectiveness in supporting the outcomes of autistic children and their families. We welcome theoretical and/or empirical contributions that broaden knowledge on this topic.  

Dr. Melanie Pellecchia
Dr. Katherine E. Pickard
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • autism
  • early intervention
  • toddlers and preschool-aged children
  • implementation
  • caregiver-mediated intervention
  • naturalistic developmental behavioral intervention
  • community-partnered research

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Published Papers (2 papers)

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Research

21 pages, 746 KiB  
Article
Exploring the Social Validity and Diffusion Potential of Common Naturalistic Developmental Behavioral Intervention Strategies Implemented in Community Preschools
by Sophia R. D’Agostino, Trenton J. Landon, Alyssa Roylance, Avery Briggs and Naima Bhana-Lopez
Behav. Sci. 2025, 15(3), 357; https://doi.org/10.3390/bs15030357 - 13 Mar 2025
Viewed by 517
Abstract
It is imperative that researchers include the perspectives from key voices regarding early support practices, yet very few studies have included direct assessment of autistic individuals and parents of young autistic children. Despite emerging evidence of effectiveness of naturalistic developmental behavioral intervention (NDBI) [...] Read more.
It is imperative that researchers include the perspectives from key voices regarding early support practices, yet very few studies have included direct assessment of autistic individuals and parents of young autistic children. Despite emerging evidence of effectiveness of naturalistic developmental behavioral intervention (NDBI) strategies, it is currently unknown whether autistic adults and parents of autistic individuals know about NDBI and if they view NDBI strategies as socially valid practice. We aimed to explore the perceptions of autistic adults and parents of young autistic children regarding the social validity of NDBI strategies implemented in community preschool classrooms and their dissemination potential. We conducted a convergent mixed methods research design to collect quantitative survey data and qualitative semi-structured interview data. We received survey responses from 33 autistic adults and 37 parents of young autistic children and interviewed 12 autistic adults and 12 parents of young autistic children. We conducted a series of paired samples and independent samples t-tests to compare perceptions between groups and thematic analysis to analyze qualitative data. Results indicated high levels of social validity for NDBI across both groups of participants and the need for dissemination of NDBI. Agreement between autistic adults and parents of young autistic children on the social validity of NDBI and recommendations for dissemination are promising preliminary findings that NDBI researchers and practitioners may draw upon when engaging in collaborative support planning and participatory research efforts. Full article
(This article belongs to the Special Issue Early Identification and Intervention of Autism)
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16 pages, 258 KiB  
Article
Characterizing Federally Mandated Early Intervention for Children with Social Communication Delays: A Mixed-Methods Analysis
by Yael G. Dai, Kyle M. Frost, Ellie M. Harrington, Yael Stern, Emily R. Britsch, Brooke R. Ingersoll, Allison Wainer, Wendy L. Stone, Sarabeth Broder-Fingert and Alice S. Carter
Behav. Sci. 2025, 15(3), 293; https://doi.org/10.3390/bs15030293 - 2 Mar 2025
Viewed by 833
Abstract
The most common way for children with social communication delays to receive intervention before age three in the United States is through Part C early intervention (EI). Part C was designed to take a multidisciplinary approach to address a range of developmental domains. [...] Read more.
The most common way for children with social communication delays to receive intervention before age three in the United States is through Part C early intervention (EI). Part C was designed to take a multidisciplinary approach to address a range of developmental domains. The type of intervention delivered in Part C EI has rarely been examined through direct observation. Our team conducted a mixed-methods analysis to characterize EI sessions by 33 providers across four states. Specifically, we describe the quantity and quality of caregiver coaching based on provider report and researcher coding of EI session content. Eligible providers conducted weekly EI sessions with at least one child with social communication delays. Providers self-reported greater use of caregiver coaching relative to the video coding conducted by researchers. While there were similarities in session topics, presumed goals, and intervention strategies used across providers, differences were observed in session duration, session location, and caregiver engagement in session. This study begins to fill a substantial gap by illuminating the types of interventions children with social communication delays receive in federally mandated Part C. It also highlights the need for more specialized training and standardization in EI practices to ensure that children with social communication delays and their caregivers benefit from the most efficacious interventions during a critical time of increased brain plasticity. Full article
(This article belongs to the Special Issue Early Identification and Intervention of Autism)
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