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Over the past 15 years, empirical studies have described how the psychological aspects of autism differ from other developmental disorders. Studies of general development describe a pattern of specific relative strengths and weaknesses involving cognitive, emotional, linguistic, and motoric capacities. Because much of the syndrome-specific pattern of autism is present at the preschool period, this has implications for the development of curriculum and educational strategies early on. Early intervention programs that specifically target autism include a variety of educational strategies that address the unique learning profile of autism. As community preschool programs offer enhanced services for this group of young children, they can draw on a body of work generated both from the scientific work in autism and the effective educational practices developed by model preschool programs.
Sally J. Rogers (Fri,) studied this question.