title: Individualizing interventions for young children with autism in preschool.
abstract: Increasing numbers of children with autism receive education services in settings with their typically developing peers. In response to this shift in the location of services, there is a growing body of research identifying evidence-based practices for young children with autism in inclusive early childhood classrooms. The purpose of this paper is to organize and translate this research for application by early childhood practitioners in inclusive settings.
authors.affiliation: University of Colorado Denver, 1201 5th Street, LSC 627, Denver, CO 80204, USA. erin.barton@gmail.com
authors.forename: Erin E
authors.initials: EE
authors.lastname: Barton
authors.forename: Karen
authors.initials: K
authors.lastname: Lawrence
authors.forename: Florien
authors.initials: F
authors.lastname: Deurloo
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002675:Child, Preschool; D018479:Early Intervention, Educational; D055317:Evidence-Based Practice; D006801:Humans; D007398:Interpersonal Relations; D008282:Mainstreaming, Education; D010379:Peer Group; D012574:Schools