About

What is Autism

ASD is a lifelong neurodevelopmental disorder. A research study conducted in Sri Lanka in 2009 highlighted the prevalence rate of ASD as one in every 93 children affected with autism.

A child with ASD shows impairment in social interaction, delayed or limited language development, repetitive behavioral patterns, and rigid behaviors. Even though major aspects of functioning are affected, early diagnosis and treatment (especially early intervention) could bring a significant change in a child’s life to allow them to be fully functional. In contrast, if the child is left undiagnosed and untreated, autism could be a lifelong disorder.

ASD makes both the child and their families vulnerable in multiple ways, exposing them to many stressors. Due to lack of awareness, many children with ASD are subjected to bullying and stigmatization. They may be left at home, hidden from the community, thus making them fully dependent on family members during their entire lifespan. Family members could be facing social stigma, financial difficulties, inability to attend employment, education and support for other siblings, distress over uncertainty and unavailability of services, stress, undue cost due to exploitation, and burden of increase in travelling expenditure. On top of it, the child with ASD should be under close supervision for they could become victims of sexual offenders and domestic violence.

One of the major solutions to this condition is transforming the children with ASD to be fully functional, independent, and financially stable as adults.

Importance of early Intervention

High quality services for autism management is a necessity as a result of the increase in the diagnosis of ASD. Studies show that early intervention for ASD is vital to achieve optimal outcome in social communication skills of children (Estes, et al., 2019; Simacek, et al., 2020). A large number of studies emphasize the need for early intervention through evidence based practices to develop social communication skills (Hyman, et al., 2020, Dawson, et al., 2010).

Many studies conducted on early intervention have found that children who seek intervention at a young age (ages 2.5–5.15 years) made more progress in their treatment in comparison to older children (ages 5.15–7.14 years). Furthermore, studies also found that younger children were more likely to make greater improvement even from lower intensity programs. Such outcomes support
the need for increased access to intervention at early ages (Fuller & Kaiser, 2019).
Therefore, Early multidisciplinary team Interventions focused on building skills that are absent or diminished play such an important role in integrating these children into the school systems and supporting their continued education and skill development. This is a very hopeful, promising situation in transforming the impacted children to independent and financially stable adults. It will be a light of a better future for them. They might be even developed to function as normal adults. Such is the importance of Early Intervention.