Evaluating the Impact of Early Intervention on Developmental Outcomes in Children with Autism Spectrum Disorder: A Comparative Study in Bangladesh

Introduction: Autism Spectrum Disorder (ASD) presents a range of developmental challenges, often impacting social, cognitive, and motor skills. Early intervention (EI) is essential in supporting children with ASD by leveraging neuroplasticity during early developmental stages. This study aims to describe developmental profiles of children with ASD receiving early intervention compared to typically developing peers. Methodology: A quantitative, comparative study was conducted among 400 six-year-old children, equally divided between ASD (n = 200) and TD (n = 200) groups, selected through purposive sampling from all eight administrative divisions of Bangladesh. Children in the ASD group had received EI since diagnosis before age three. Developmental outcomes were assessed using the Communication DEALL Developmental Checklist (ComDEALL), the Speech and Language Development Chart (SLDC), and the Indian Scale for Assessment of Autism (ISAA). Descriptive and comparative analyses were performed using Python. Results: The ASD group demonstrated lower acquisition across all domains. Gross motor and fine motor mastery was achieved by only 60% and 40% of ASD children, respectively, compared to 100% in TD peers. Receptive and expressive language skills were acquired by 54% and 46% of ASD participants, with phonology (11%) and pragmatics (20%) particularly underdeveloped. Daily living, cognitive, social, and emotional skills were acquired by less than 52% of ASD children. ISAA scores classified 78% of ASD participants as having severe autism. Conclusion: These findings highlight critical delays in motor, language, and social skills in children with ASD. Tailored EI programs addressing these areas could enhance developmental outcomes and functional independence for children with ASD in resource-limited settings like Bangladesh.