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Purpose <p>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.</p> Methods <p>The study included 50 preschoolers, 25 of whom (mean age = 52.4&#xa0;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&#xa0;months) attended only preschool. The intervention averaged 2.9&#xa0;h per week (range: 2.1–4&#xa0;h) and targeted age-appropriate developmental goals. Additionally, parents received an average of 0.6&#xa0;h per week (range: 0.2–0.7&#xa0;h) of education to support the generalization of skills to daily life.</p> Results <p>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.</p> Conclusion <p>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.</p>

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Bridging the Gap: Evaluating the Efficacy of Low-Intensity Developmental Behavioral Intervention and Parent Education on Skill Acquisition in Children With Developmental Disorders Including Autism Spectrum Disorder

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月19日

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  • Eldin Dzanko,
  • Nirvana Pistoljevic,
  • Mihela Erjavec

摘要

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.