J Autism Dev Disord. 2026 Jan 19. doi: 10.1007/s10803-025-07205-z. Online ahead of print.
ABSTRACT
PURPOSE: In low- and middle-income countries (LMICs), where the majority of children with developmental disorders live, access to early, specialized interventions is highly limited. While studies from high-income countries show that tailored early intervention can be effective in learning new skills, there remains a lack of evidence-based approaches specifically designed for the realities of LMICs.
METHODS: The study included 50 preschoolers, 25 of whom (mean age = 52.4 months) participated in an individualized developmental and behavioral program combined with parent education in addition to preschool attendance over a six-month period. The remaining 25 children (mean age = 50.5 months) attended only preschool. The intervention averaged 2.9 h per week (range: 2.1-4 h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6 h per week (range: 0.2-0.7 h) of education to support the generalization of skills to daily life.
RESULTS: Children who received the individualized developmental and behavioral intervention combined with parent education in addition to preschool made statistically significant progress across all developmental areas compared to those who attended only preschool.
CONCLUSION: These findings highlight the potential of locally adapted, evidence-based, low-intensity interventions, combined with parent education, to improve outcomes for children with developmental disorders, including autism, in LMICs.
PMID:41553659 | DOI:10.1007/s10803-025-07205-z
