The role of developmental assessment in designing early intervention to improve communication language skills of young children with autism
Abstract
Early intervention plays an important role in supporting the development of communication skills in children with Autism Spectrum Disorder (ASD) from an early age. However, in early childhood education practices, intervention programs for children with special needs are often implemented without being based on comprehensive developmental assessments, resulting in interventions that may not fully address the individual needs of the child. This study aims to describe the role of developmental assessment in designing early intervention to improve the communication language abilities of young children with autism. This research employed a mixed methods approach with a descriptive case study design involving a five-year-old child with autism who experienced difficulties in communication language development. Data were collected through observation, interviews with parents, documentation, and the use of developmental assessment instruments. The results of the study indicate that developmental assessment provides a comprehensive understanding of the child's developmental profile, including strengths and challenges, which serves as the basis for designing more targeted intervention programs. The implementation of early intervention conducted collaboratively with parents through daily communication activities showed positive improvements in the child’s functional communication skills, particularly in expressing needs verbally and responding to simple instructions. The findings highlight that the integration of developmental assessment and collaborative early intervention can serve as an effective approach to support the development of communication language skills in young children with autism.
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Authors
Copyright (c) 2026 Nunung Taryati, Budi Susetyo, Iding Tarsidi
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