ABSTRACT
Autism spectrum disorders are developmental disorders that start in childhood and are characterized by detriment in social communication and social interactions in addition to limited, repetitive behavior or interest models. The absence of effective medical treatment for core symptoms highlights the importance of early and continuing education in autism. The fact that educational models involving early intervention are mostly supported by scientifically weak evidence is one of the difficulties in this field. In this study, models with at least one experimental research article on its effectiveness were examined and discussed in the light of the evidence.
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