Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for…

Five principles of learning for young children with handicaps (functioning below a developmental age of one year) are presented, with descriptions of strategies that can be used to facilitate ascendance to higher levels of cognitive-social-communicative functioning. The principles include frequent adult-child interactions, meaningful context for…

This paper asserts that the educational philosophy of early childhood education (ECE) emphasizes child-directed instruction based on children's interests, whereas early childhood special education emphasizes teacher-directed activities that promote the acquisition of specific developmental skills. Research on parent-child interaction that points…

The use of naturalistic teaching procedures in developmentally appropriate early childhood settings was evaluated in two single subject studies. Acquisition and maintenance of skills within developmentally appropriate play contexts were demonstrated by a preschooler with Down's syndrome and one with mild developmental delay. (DB)