100 goals for autism kids development

“Before 15, place greater emphasis on identifying and actively addressing developmental deficits; after 15, shift progressively toward maximizing functional strengths, independence, participation, and quality of life.” This avoids implying that intervention should stop after 15 or that deficits become irrelevant.

1. Autism management is a developmental journey, not a single treatment program.

2. The priorities of intervention should change as the child grows.

3. Before 15 years, developmental plasticity and learning opportunities are particularly important.

4. Therefore, the focus should be strongly directed toward identifying developmental deficits.

5. The first question should be: “What developmental skill is missing?”

6. The second question should be: “What is preventing this child from acquiring it?”

7. Every major developmental domain should be assessed.

8. Communication should be assessed.

9. Receptive language should be assessed.

10. Expressive language should be assessed.

11. Social interaction should be assessed.

12. Joint attention should be assessed.

13. Imitation should be assessed.

14. Play skills should be assessed.

15. Adaptive behaviour should be assessed.

16. Attention should be assessed.

17. Listening should be assessed.

18. Learning readiness should be assessed.

19. Cognitive skills should be assessed.

20. Emotional regulation should be assessed.

21. Motor abilities should be assessed.

22. Sensory responses should be understood in relation to functional development.

23. The objective is not simply to list autistic behaviours.

24. The objective is to identify developmental blocks.

25. A deficit should be converted into a functional developmental goal.

26. Poor eye contact should become a goal for social engagement.

27. Poor listening should become a goal for receptive learning.

28. Poor comprehension should become a goal for meaningful understanding.

29. Limited vocabulary should become a goal for functional communication.

30. Echolalia should be understood in the context of the child's communication system.

31. Lack of spontaneous communication should become a goal for initiation.

32. Poor imitation should become a goal for learning through another person.

33. Poor joint attention should become a goal for shared experience.

34. Solitary activity should become an opportunity to develop social participation.

35. Poor sitting should be addressed when it interferes with learning.

36. Excessive movement should be addressed when it prevents participation.

37. Repetitive behaviour should be interpreted in its developmental context.

38. The aim is not to eliminate every autistic characteristic.

39. The aim is to increase useful developmental behaviour.

40. Before 15, time should be used aggressively for learning.

41. Every therapy session should have a developmental purpose.

42. Every home activity should have a developmental purpose.

43. Every interaction with the child can become a learning opportunity.

44. Parents should become active facilitators of development.

45. Therapists should work toward measurable functional outcomes.

46. Schools should be considered part of the developmental environment.

47. Progress should be measured by skills acquired, not merely hours of therapy delivered.

48. The child should gradually become more receptive to language.

49. The child should gradually become more capable of understanding instructions.

50. The child should gradually become more capable of participating in shared activities.

51. The child should gradually become more capable of communicating needs.

52. The child should gradually become more capable of telling or understanding a story.

53. The child should gradually become more capable of learning from people.

54. The child should gradually become more independent.

55. The developmental window should be used rather than postponed.

56. However, 15 is not a biological switch.

57. Development does not stop at 15.

58. Neuroplasticity does not suddenly disappear at 15.

59. Learning remains possible throughout adolescence and adulthood.

60. What changes is the relative priority of intervention.

61. After 15, the question should increasingly become: “What can this young person do?”

62. The next question should be: “How can we make that ability useful?”

63. Existing strengths should become the foundation for further development.

64. Communication strengths should be strengthened.

65. Academic strengths should be strengthened.

66. Practical strengths should be strengthened.

67. Social strengths should be strengthened.

68. Vocational interests should be identified.

69. Talents should be identified.

70. Preferred activities can become pathways to participation.

71. Independence should become an increasingly important goal.

72. Self-care skills should receive greater emphasis.

73. Household participation should be encouraged.

74. Community participation should be encouraged.

75. Functional communication should be strengthened.

76. Decision-making should be encouraged.

77. Self-advocacy should be encouraged.

78. Safety awareness should be developed.

79. Travel and community skills may become important goals.

80. Vocational preparation should begin when appropriate.

81. Meaningful occupation should become a major developmental objective.

82. Social relationships should be supported.

83. Emotional understanding should continue to develop.

84. Behavioural difficulties should still be addressed when they interfere with life.

85. Medical and psychiatric comorbidities should still receive appropriate attention.

86. Learning difficulties should not simply be accepted as permanent limitations.

87. But intervention should increasingly ask what function the skill serves in real life.

88. A teenager does not need to perform perfectly to have a meaningful life.

89. The objective should be participation rather than perfection.

90. The objective should be independence rather than normalization.

91. The objective should be meaningful communication rather than simply increased speech.

92. The objective should be functional learning rather than endless academic drills.

93. The objective should be quality of life rather than elimination of every autistic feature.

94. Before 15, ask: “What developmental deficit can we still change?”

95. After 15, increasingly ask: “What achievement can we build further?”

96. Before 15, identify the developmental gaps.

97. After 15, identify the developmental assets.

98. Before 15, maximize opportunities for developmental acquisition.

99. After 15, maximize independence, participation, productivity, relationships, and quality of life.

100. The ultimate goal of autism intervention is not to produce a child without autism; it is to help the person develop the greatest possible capacity for communication, learning, independence, participation, and a meaningful life.