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Evidence on whether such intervention benefits children at risk remains limited. A subsample of 34 preschoolers at risk for ASD was drawn from a randomized controlled trial of the First Step to Success program. Children at risk showed significant gains on seven of 11 outcomes and in responder analyses, with process and fidelity indicating feasibility and social acceptability.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/first-step-to-success-applications-to-preschoolers-at-risk-of-developing-autism-spectrum-disorders/600670/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/first-step-to-success-applications-to-preschoolers-at-risk-of-developing-autism-spectrum-disorders/600670.png","ImageObject",300,407,{"name":92,"@type":93},"dhado","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why were preschoolers at risk of developing ASD selected for this study?","Question",{"text":111,"@type":112},"They represent a fast-growing category in special education and may not be recognized as ASD even though early intervention needs can be identified.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What improvements did children at risk for ASD show after the First Step to Success program?",{"text":116,"@type":112},"They demonstrated significant improvements on seven of 11 outcome measures and showed positive responder analysis results based on symptom severity.",{"name":118,"@type":109,"acceptedAnswer":119},"How does the paper position classroom-based interventions relative to formal ASD diagnosis?",{"text":120,"@type":112},"It emphasizes that interventions in school settings often begin before a formal diagnosis and remain important for teachers regardless of whether children have ASD or related disorders.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},600670,1792107097,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Education and Training in Autism and Developmental Disabilities, 2015, 50(4), 397 –407  \n© Division on Autism and Developmental Disabilities  \nFirst Step to Success: Applications to Preschoolers at Risk of Developing Autism Spectrum Disorders  \nAndy J. Frey University of Louisville  \nJason W. Small, Edward G. Feil, and John R. Seeley  \nOregon Research Institute  \nHill M. Walker University of Oregon  \nSteven Forness University of California- Los Angeles  \nAbstract: Preschool children with Autism Spectrum Disorder (ASD) may not always be recognized as such during their early years, but some of their behavioral problems may nonetheless prompt a referral for behavioral intervention. Whether such an intervention brings any benefit has not been well studied. We identified asubsample of 34 preschool children at risk for autism spectrum disorder from a large randomized controlled trial (N 􀀂 126) of the First Step to Success program. Children at risk of developing ASD demonstrated significant improvements on seven of 11 outcome measures and on a responder analyses based on symptom severity. Process and fidelity measures also suggested that First Step was both feasible and socially acceptable. Implications for early intervention for children at risk of developing ASD are discussed.  \nThere are a variety of specific interventions for young children with Autism Spectrum Disorder (ASD) designed to control disruptive behaviors, improve school success, and increase social interactions. They include such techniques as discrete trial training, comprehensive behavioral treatment, joint-attention intervention, and self-management (Rogers & Vismara, 2008) . Such techniques often serve as components of comprehensive interventions, but to date there is a notable lack of manualized comprehensive school-based interventions that have been evaluated in randomized controlled trials (Lopata et al., 2012; Szatmari, Charman, & Constantino, 2012) . For very young children with ASD, Strain, Barton, and Bovey (2014) suggest that such treatments include family involvement and participation, early delivery of services, evi  \nResearch supported by grants from NICHD (\\#R01HD055334 and \\#R21HD43765) and ACYF (\\#90YD0098) . We would also like to thank our partners in the Jefferson County Public School District (Louisville, KY) . Correspondence concerning this article should be addressed to Andy Frey, Kent School of Social Work, University of Louisville, Louisville, KY 40292. E-mail: [afrey@louisville.edu](afrey@louisville.edu)  \ndence-based approaches, and planned and systematic intervention.  \nThere is considerable overlap between the core symptoms of ASD and other psychiatric disorders, such as Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Conduct Disorder, Depression, and anxiety disorders (Simonoff et al., 2008; Van der Meer et al., 2012) . These psychiatric diagnoses occur as comorbid conditions in preschool children with ASD at a rate of 30% to 80%, which can not only complicate their early identification, but also render them more resistant to classroom instruction and less able to manage daily school routines, particularly those involving large groups (Hayashida, Anderson, Paparella, Freeman, & Forness, 2010; Kim, Freeman, Paparella, & Forness, 2012) .  \nBecause of such significant comorbidity, early attempts to intervene with young children with ASD---particularly in school settings---often occurs prior to a formal diagnosis (Maenner et al., 2013) . Recent developmentsin diagnostic practices suggest that acceptable diagnostic stability for ASD can be achieved as early as age 2 using state of the art technology (Kleinman et al., 2008) . Unfortunately, the average age of those diagnosed with ASD is 4.5  \nFirst Step to Success / 397  \nyears (Coonrod & Stone, 2004), suggesting atwo- or three-year delay between possible and actual diagnosis in this critical developmental period. This delay can be even longer for some children with ASD dependin","cbCaikS8JsGOMjEh","https://ap.wps.com/l/cbCaikS8JsGOMjEh","pdf",97347,11,"English","# Abstract and study overview\n## Early identification challenges and referral for intervention\n# Intervention background and gaps in the literature\n## Disruptive behavior and social interaction targets\n## Lack of manualized school-based RCT evidence\n# Comorbidity and diagnostic timing considerations\n## Overlap with other psychiatric disorders\n## Delay between possible and confirmed diagnosis\n# Rationale for classroom-based and tiered prevention approaches\n## First Step to Success within multi-tiered prevention\n## Focus on prosocial academic behaviors and engagement","[{\"question\":\"Why were preschoolers at risk of developing ASD selected for this study?\",\"answer\":\"They represent a fast-growing category in special education and may not be recognized as ASD even though early intervention needs can be identified.\"},{\"question\":\"What improvements did children at risk for ASD show after the First Step to Success program?\",\"answer\":\"They demonstrated significant improvements on seven of 11 outcome measures and showed positive responder analysis results based on symptom severity.\"},{\"question\":\"How does the paper position classroom-based interventions relative to formal ASD diagnosis?\",\"answer\":\"It emphasizes that interventions in school settings often begin before a formal diagnosis and remain important for teachers regardless of whether children have ASD or related disorders.\"}]","First Step to Success - Applications to Preschoolers at Risk of Developing Autism Spectrum Disorders | PDF",1792091139,28]