Autism in young children

Challenges and opportunities

Abstract

One of the leading theoretical approaches assumes that autism is characterized by a reduced orientation towards the social environment. This reduced interest in the social world is already noticeable in young children with an autism spectrum disorder (ASD) in the first few months of life. The child with autism therefore does not follow the typical developmental path and does not learn with the full involvement of the social context. Instead, it shows a different developmental trajectory. This development is also individual for each child, as autism is characterized by an extremely heterogeneous appearance. In terms of intervention, a paradigm shift has taken place over the last two decades. Today’s most scientifically validated interventions do not aim to create an artificial learning environment, but rather to pick up on the child’s own motivation and gradually build up their social interest, as this is a key factor for progress. Started early and implemented as intensively as possible, these interventions represent an opportunity that should not be missed – especially for children who would not be able to develop their full potential without this support.