{"id":2962,"date":"2026-03-29T00:58:24","date_gmt":"2026-03-28T20:58:24","guid":{"rendered":"https:\/\/therapytopics.com\/?page_id=2962"},"modified":"2026-06-24T19:38:37","modified_gmt":"2026-06-24T15:38:37","slug":"autism-spectrum-disorder-asd","status":"publish","type":"page","link":"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/","title":{"rendered":"Autism Spectrum Disorder (ASD)"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"2962\" class=\"elementor elementor-2962\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-3159dd62 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"3159dd62\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-6f9ae4d9\" data-id=\"6f9ae4d9\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-2b1187c elementor-widget elementor-widget-text-editor\" data-id=\"2b1187c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h1>Autism Spectrum Disorder (ASD)<\/h1>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-66b4f06b\" data-id=\"66b4f06b\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-167107dc elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"167107dc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"https:\/\/therapytopics.com\/es\/about\/\"><strong>Escrito por:<\/strong> Dr. C., M.S., D.OT, OTR\/L, Reviewed: March 28, 2026 &#8211; 13 min read<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2f43f806 elementor-widget__width-initial elementor-widget elementor-widget-image\" data-id=\"2f43f806\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<a href=\"https:\/\/therapytopics.com\/es\/about\/\">\n\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"400\" height=\"400\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle.png\" class=\"attachment-large size-large wp-image-2907\" alt=\"\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle.png 400w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-300x300.png 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-150x150.png 150w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/03\/headshot_circle-70x70.png 70w\" sizes=\"(max-width: 400px) 100vw, 400px\" \/>\t\t\t\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-12a358ba elementor-section-content-top elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"12a358ba\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-wide\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-46e4cd4a\" data-id=\"46e4cd4a\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4793c435 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"4793c435\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\tABA\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tMost researched behavioral approach\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1f2ed938 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"1f2ed938\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\tOT\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tAddresses sensory, ADL, fine motor &amp; preception\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-13d33b1f elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"13d33b1f\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\t1 in 31\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tU.S. children identified with ASD\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-12cb68fc elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"12cb68fc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\t3.4x\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\tMore common in boys than girls\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7c2e33f0 elementor-widget__width-initial elementor-widget-mobile__width-inherit elementor-widget elementor-widget-icon-box\" data-id=\"7c2e33f0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"icon-box.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t<div class=\"elementor-icon-box-wrapper\">\n\n\t\t\t\n\t\t\t\t\t\t<div class=\"elementor-icon-box-content\">\n\n\t\t\t\t\t\t\t\t\t<h3 class=\"elementor-icon-box-title\">\n\t\t\t\t\t\t<span  >\n\t\t\t\t\t\t\tUp to 90%\t\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/h3>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t<p class=\"elementor-icon-box-description\">\n\t\t\t\t\t\t\nHave sensory processing differences\t\t\t\t\t<\/p>\n\t\t\t\t\n\t\t\t<\/div>\n\t\t\t\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-75e543e3\" data-id=\"75e543e3\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-4d53da92 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"4d53da92\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-350149b6\" data-id=\"350149b6\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-d7fabcc elementor-widget elementor-widget-image\" data-id=\"d7fabcc\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/elementor\/thumbs\/g8d7f453eafbd8825e8aae35f0d94dab10358c72b7beeba25bb72bb3e0b78c8d4412b7ea784413f46698fcfc8ee8e311d2e0492ffeb287e0d16ce5b45514491d7_1280-4861876-ro1na0vpi77zqj8kggnd3j32kbtj58kazhbshtfgq8.jpg\" title=\"g8d7f453eafbd8825e8aae35f0d94dab10358c72b7beeba25bb72bb3e0b78c8d4412b7ea784413f46698fcfc8ee8e311d2e0492ffeb287e0d16ce5b45514491d7_1280-4861876\" alt=\"child, long sleeve, child play, playing\" loading=\"lazy\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<div class=\"elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-13b2e176\" data-id=\"13b2e176\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-5efba321 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"5efba321\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-4be489d7\" data-id=\"4be489d7\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7faaa1b elementor-widget elementor-widget-text-editor\" data-id=\"7faaa1b\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"what-is-autism\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<div style=\"background-color: #1f497d; border-radius: 8px; padding: 20px 24px; margin-bottom: 24px;\">\n<h2 style=\"color: #ffffff; font-size: 18px; margin-top: 0; margin-bottom: 12px;\">Conclusiones clave<\/h2>\n<ul style=\"color: #ffffff; margin: 0; padding-left: 20px; line-height: 1.8;\">\n \t<li>1 in 31 U.S. children are identified with <a style=\"color: #ffffff; text-decoration: underline;\" href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\">ASD<\/a> (Shaw et al., 2025)<\/li>\n \t<li>3.4\u00d7 more common in boys than girls (Shaw et al., 2025)<\/li>\n \t<li>Up to 90% experience <a style=\"color: #ffffff; text-decoration: underline;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a> differences (Acu\u00f1a et al., 2025)<\/li>\n \t<li>Core therapies include OT, SLP, PT, and behavioral interventions<\/li>\n \t<li>Evidence supports multidisciplinary, lifespan-based care<\/li>\n<\/ul>\n<\/div>\n<!-- IMPORTANT BOX -->\n<div style=\"background-color: #fff3cd; border-left: 5px solid #D4A017; border-radius: 4px; padding: 16px 20px; margin-bottom: 28px;\">\n\n<strong style=\"color: #d4a017;\">Importante<\/strong>\n<p style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px;\">The information on this page is educational only and is not a substitute for a clinical evaluation, diagnosis, or individualized therapy recommendations. If you have concerns about your child\u2019s development, or your own, speak with a qualified healthcare professional.<\/p>\n\n<\/div>\n<!-- TABLE OF CONTENTS -->\n<div style=\"background-color: #f9f9f9; border: 1px solid #e0e0e0; border-radius: 8px; padding: 20px 24px; margin-bottom: 32px;\">\n<h2 style=\"color: #000000; font-size: 17px; margin-top: 0; margin-bottom: 12px;\">Tabla de contenido<\/h2>\n<ol style=\"margin: 0; padding-left: 20px; line-height: 2.0; color: #1f497d;\">\n \t<li><a style=\"color: #1f497d;\" href=\"#what-is-asd\">What Is Autism Spectrum Disorder?<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#how-identified\">How Is Autism Spectrum Disorder Identified?<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#therapy-asd\">Therapy for Autism Spectrum Disorder<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#sensory-processing\">Sensory Processing in Autism Spectrum Disorder<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#daily-living-skills\">Daily Living Skills in Autism (ADLs)<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#feeding-challenges\">Feeding and Eating Challenges<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#social-communication\">Social Communication and Participation<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#behavioral-approaches\">Behavioral and Developmental Approaches<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#asd-lifespan\">ASD Across the Lifespan<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#what-families-can-do\">Qu\u00e9 pueden hacer las familias<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#note-for-clinicians\">Nota para los profesionales cl\u00ednicos<\/a><\/li>\n \t<li><a style=\"color: #1f497d;\" href=\"#references\">Referencias<\/a><\/li>\n<\/ol>\n<\/div>\n<!-- SECTION 1 -->\n<h2 id=\"what-is-asd\" style=\"color: #000000;\">1. What Is Autism Spectrum Disorder?<\/h2>\n<a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/autism-spectrum-disorder-asd\/\"><strong>Autism spectrum disorder (ASD)<\/strong><\/a> affects communication, behavior, <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a>, and daily functioning across the lifespan.\n\nAutism spectrum disorder (ASD) is a neurodevelopmental condition characterized by differences in social communication and interaction, along with restricted or repetitive patterns of behavior, interests, or activities. These features are typically evident in early development and affect participation across home, school, and community environments (Ferreira et al., 2024).\n\nThe term \u201cspectrum\u201d reflects variability in how autism presents across individuals. Differences in communication, adaptive functioning, and <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a> contribute to a wide range of support needs and developmental outcomes (Ferreira et al., 2024; Travers et al., 2022).\n\n<!-- SECTION 2 -->\n<h2 id=\"how-identified\" style=\"color: #000000;\">2. How Is Autism Spectrum Disorder Identified?<\/h2>\nDiagnosis is based on clinical evaluation of behavior, communication, and development rather than laboratory testing (Shaw et al., 2025).\n\nAutism spectrum disorder is defined by differences across two primary domains: social communication and interaction, and restricted or repetitive patterns of behavior, interests, or activities. These domains provide the framework for diagnosis and help guide both evaluation and intervention (American Psychiatric Association, 2022).\n<h3 style=\"color: #000000;\">Social Communication and Interaction<\/h3>\nDifferences in social communication extend beyond delayed speech and include challenges in how communication is used in social contexts. Individuals with ASD may have difficulty initiating or sustaining back-and-forth interaction, interpreting nonverbal cues such as facial expressions or tone of voice, or adjusting communication based on the social situation. For example, a child may be able to label objects or answer direct questions but struggle to engage in reciprocal conversation or share interests with others.\n\nNonverbal communication differences are also common and may include reduced eye contact, limited use of gestures, or difficulty integrating verbal and nonverbal communication. These differences can impact the development of relationships and social participation across settings (American Psychiatric Association, 2022; Hyman et al., 2020).\n<h3 style=\"color: #000000;\">Restricted and Repetitive Behaviors<\/h3>\nRestricted and repetitive patterns of behavior may include motor movements (e.g., hand flapping, rocking), insistence on sameness, highly focused interests, or strong adherence to routines. These behaviors often serve functional roles, such as supporting regulation, managing sensory input, or providing predictability in the environment.\n\nFor example, a child may become distressed with changes in routine, engage in repetitive play patterns, or develop intense interests in specific topics. While these behaviors can sometimes interfere with participation, they may also reflect strengths and areas of engagement that can be incorporated into intervention planning (American Psychiatric Association, 2022).\n<h3 style=\"color: #000000;\">Sensory Features<\/h3>\n<a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">Sensory processing<\/a> differences are now recognized as a core feature of autism and are included in diagnostic criteria. Individuals may be over-responsive, under-responsive, or seek out sensory input across different sensory systems. These differences can significantly affect behavior, attention, and daily functioning, and are closely linked to challenges in participation across environments (American Psychiatric Association, 2022; Hyman et al., 2020).\n\nStandardized tools such as the ADOS-2 and ADI-R are commonly used to support diagnostic decision-making.\n<h3 style=\"color: #000000;\">When to Seek an Evaluation for Autism<\/h3>\n<ul>\n \t<li>Your child is not babbling by 12 months or not using single words by 16 months.<\/li>\n \t<li>Loss of previously developed language or social skills at any age.<\/li>\n \t<li>Difficulty making or sustaining eye contact.<\/li>\n \t<li>Unusual responses to sensory input \u2014 sound, touch, or movement.<\/li>\n \t<li>Repetitive behaviors or very restricted interests that interfere with daily routines.<\/li>\n \t<li>Any concern about social or communication development \u2014 trust your instincts and ask your pediatrician for a referral.<\/li>\n<\/ul>\n<!-- SECTION 3 -->\n<h2 id=\"therapy-asd\" style=\"color: #000000;\">3. Therapy for Autism: A Multidisciplinary Model<\/h2>\nAutism spectrum disorder (ASD) does not have a single treatment approach. Instead, intervention is individualized and typically involves a combination of therapies targeting communication, behavior, <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a>, and daily functioning.  <img decoding=\"async\" class=\"wp-image-3236 alignright\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1-300x200.jpg\" alt=\"Therapist working with a young child during an autism therapy session\" width=\"201\" height=\"134\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1-300x200.jpg 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/dreamstime_m_95151125-1-768x512-1.jpg 768w\" sizes=\"(max-width: 201px) 100vw, 201px\" \/>\n\nBehavioral interventions, particularly Applied Behavior Analysis (ABA), are among the most widely studied approaches. These interventions focus on skill acquisition, reinforcement strategies, and reducing behaviors that interfere with learning. Research supports improvements in intellectual functioning, adaptive behavior, and communication, particularly when intervention is intensive and begins early (Eckes et al., 2023; L\u00fcken et al., 2025; Pruneti et al., 2024).\n\nHowever, ABA is not the only evidence-based approach. Naturalistic Developmental Behavioral Interventions (NDBIs)\u2014such as the Early Start Denver Model and Pivotal Response Training\u2014integrate behavioral principles with developmental and play-based strategies. These approaches are often delivered in more natural environments and emphasize social engagement and communication within everyday interactions, with evidence supporting improvements in developmental and functional outcomes (Ferreira et al., 2024; Pruneti et al., 2024).\n\nSpeech-language therapy focuses on developing communication skills, including expressive language, receptive understanding, and pragmatic (social) communication. For individuals who are minimally verbal, augmentative and alternative communication (AAC) systems\u2014such as picture exchange or speech-generating devices\u2014may be introduced to support functional communication (L\u00fcken et al., 2025; Pruneti et al., 2024).\n\nOccupational therapy (OT) addresses daily living skills, <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a>, and participation in meaningful activities. This may include helping a child tolerate different clothing textures, develop self-care routines, or regulate responses to sensory input in home and school environments. Evidence from systematic reviews supports sensory-based and sensory integration approaches in improving participation and functional engagement (Gallegos-Berrios et al., 2024; Piller et al., 2025).\n\nPhysical therapy (PT) may also be indicated, particularly when motor coordination, balance, or strength impact mobility or participation. Motor differences are associated with variability in adaptive functioning and daily living skills in individuals with ASD (Travers et al., 2022).\n\nAcross approaches, evidence consistently supports early, intensive, and individualized intervention, with active involvement of caregivers to promote generalization of skills across settings and improved developmental outcomes (Ferreira et al., 2024; Pruneti et al., 2024).\n\n<!-- SECTION 4 -->\n<h2 id=\"sensory-processing\" style=\"color: #000000;\">4. Sensory Processing in Autism Spectrum Disorder<\/h2>\nUp to 90% of children with ASD demonstrate <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a> differences (Acu\u00f1a et al., 2025).\n\n<a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">Sensory processing<\/a> differences are a prominent feature of autism spectrum disorder (ASD) and can significantly influence behavior, learning, and participation across home, school, and community environments (Acu\u00f1a et al., 2025; Gallegos-Berrios et al., 2024).\n\nIndividuals with ASD may experience hyperresponsiveness (over-sensitivity), hyporesponsiveness (under-sensitivity), or sensory-seeking behaviors. These patterns can occur across multiple sensory systems, including auditory (sound), tactile (touch), visual, vestibular (movement), and proprioceptive (body awareness). For example, a child may cover their ears in response to everyday noise, avoid certain clothing textures or food consistencies, seek intense movement such as spinning or jumping, or have difficulty tolerating busy or unpredictable environments (Gallegos-Berrios et al., 2024; Oh et al., 2024; Piller et al., 2025).<img decoding=\"async\" class=\"wp-image-3266 alignright\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-300x200.jpg\" alt=\"Young boy enjoying music with headphones, wearing beige shirt against a neutral background.\" width=\"183\" height=\"122\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-300x200.jpg 300w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-1024x683.jpg 1024w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-768x512.jpg 768w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-1536x1025.jpg 1536w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-17223189-17223189-2048x1367.jpg 2048w\" sizes=\"(max-width: 183px) 100vw, 183px\" \/>\n\nImportantly, these responses reflect differences in how sensory input affects attention, self-regulation, and participation, rather than simply willful behavior. Research on sensory interventions in autism has emphasized the relationship between <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a>, regulation, and functional engagement in daily activities (Roberge &amp; Crasta, 2022; Piller et al., 2025).\n\nIntervention typically focuses on supporting regulation and participation, rather than eliminating sensory differences. Occupational therapy may include environmental modifications, structured routines, and individualized sensory strategies to improve attention, self-regulation, and engagement in daily activities. Systematic reviews support sensory-based and sensory integration approaches as part of intervention planning for children with ASD (Gallegos-Berrios et al., 2024; Oh et al., 2024; Roberge &amp; Crasta, 2022).\n\nThese differences directly impact daily activities such as dressing, feeding, and school participation (Travers et al., 2022).\n\n<!-- CLINICIAN BOX - Section 4 -->\n<div style=\"background-color: #ede7f6; border-left: 5px solid #7B1FA2; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #7b1fa2;\">Para profesionales cl\u00ednicos<\/strong>\n<p style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px;\">Sensory processing assessment in ASD should extend beyond a checklist. Tools like the Sensory Processing Measure (SPM) and Sensory Profile provide norm-referenced data across sensory systems and contexts, but observation during real daily tasks and a physical examination remains essential. A child described as \u201cnoncompliant\u201d in a classroom may be experiencing sensory overload rather than oppositional behavior. Separating those explanations has direct implications for intervention planning and for how the child is understood by caregivers and educators.<\/p>\n\n<\/div>\n<!-- SECTION 5 -->\n<h2 id=\"daily-living-skills\" style=\"color: #000000;\">5. Daily Living Skills in Autism (ADLs)<\/h2>\nIndependence in daily living\u2014such as dressing, grooming, toileting, eating, and managing personal belongings\u2014is one of the most meaningful outcome areas in autism and a central focus of occupational therapy. Research shows that daily living skills in autistic children are closely associated with sensory and motor difficulties, making adaptive functioning an important area of assessment and intervention (Travers et al., 2022).\n\nIn autism spectrum disorder (ASD), challenges with daily living skills are not solely due to motor delays. Instead, they often reflect a combination of <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a> differences, difficulty managing multi-step routines, and reduced tolerance for changes in tasks or environments. For example, a child may resist wearing certain clothing due to tactile sensitivity, struggle to complete routines like brushing teeth, or require significant prompting to begin tasks independently (Travers et al., 2022; Roberge &amp; Crasta, 2022).\n\nThese challenges are often addressed through interventions that target both skill development and environmental supports. Structured routines, visual schedules, task breakdown, and environmental modification are commonly used to improve participation and independence, particularly when sensory and regulatory demands are high (Gallegos-Berrios et al., 2024; Piller et al., 2025).\n\nOccupational therapy interventions may include:\n<ul>\n \t<li>Teaching step-by-step routines using visual or verbal cues<\/li>\n \t<li>Modifying environments to reduce sensory barriers<\/li>\n \t<li>Practicing skills in real-life contexts (e.g., home, school)<\/li>\n \t<li>Supporting gradual independence through fading prompts<\/li>\n<\/ul>\nImproving daily living skills is strongly associated with long-term functional outcomes, including greater independence and increased participation in everyday activities. Sensory and motor differences are important contributors to variability in these skills, underscoring the value of individualized, function-focused intervention (Travers et al., 2022).\n\n<!-- SECTION 6 -->\n<h2 id=\"feeding-challenges\" style=\"color: #000000;\">6. Feeding and Eating Challenges<\/h2>\nFeeding challenges are among the most commonly reported and most stressful difficulties for families of autistic children. Research consistently links feeding difficulties in autism to <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a> differences\u2014particularly oral tactile hypersensitivity\u2014rather than willful refusal or picky eating as a behavioral choice (Roberge &amp; Crasta, 2022; Piller et al., 2025).\n\nChildren with ASD may limit food variety to specific textures, temperatures, colors, or brands. They may gag or vomit in response to new foods, refuse entire food groups based on sensory properties, insist on food being prepared in an exact way, or become distressed when preferred foods are unavailable. These patterns reflect a genuine neurological response to sensory input\u2014not a lack of appetite or parental control failure (Roberge &amp; Crasta, 2022).\n\nFeeding challenges carry real nutritional and medical risks, including deficiencies in iron, zinc, calcium, and vitamins, as well as impacts on growth, energy, immune function, and dental health. They also affect family participation\u2014mealtimes, social events, school lunches, and family gatherings can become significant sources of stress and conflict (Piller et al., 2025).\n\nEvidence-based <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/adaptive-feeding\/\">feeding interventions<\/a> for children with ASD typically include:\n<ul>\n \t<li><strong>Sensory desensitization:<\/strong> Gradual, structured exposure to new food textures, smells, and appearances\u2014beginning with tolerance at a distance and progressing toward tasting and eating over time<\/li>\n \t<li><strong>Food chaining:<\/strong> Expanding the diet by introducing foods that are similar to accepted foods in texture, flavor, or appearance\u2014building bridges between what the child already accepts and new foods<\/li>\n \t<li><strong>Environmental modification:<\/strong> Reducing sensory distractions at mealtimes, using preferred utensils and plates, and creating a calm, predictable mealtime routine<\/li>\n \t<li><strong>Caregiver coaching:<\/strong> Teaching parents and caregivers how to respond to food refusal in ways that reduce pressure and support gradual expansion without force or anxiety<\/li>\n<\/ul>\nFor a more detailed discussion of feeding therapy approaches, see our <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/adaptive-feeding\/\">Adaptive Feeding page<\/a>.\n\n<!-- PATIENT BOX - Section 6 -->\n<div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #4caf50;\">Para pacientes y familias<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li>A child who only eats 5\u201310 foods is not being difficult\u2014this is a recognized pattern in autism that responds to structured, evidence-based feeding intervention<\/li>\n \t<li>Force, pressure, or punishment around food almost always makes selective eating worse\u2014gentle, gradual, structured exposure works better<\/li>\n \t<li>Ask your pediatrician for a referral to an OT or <a style=\"color: #4caf50;\" href=\"https:\/\/therapytopics.com\/es\/adaptive-feeding\/\">feeding therapist<\/a> with specific experience in autism-related feeding difficulties<\/li>\n \t<li>If your child is losing weight, dropping below growth curve expectations, or showing signs of nutritional deficiency, speak with your pediatrician promptly<\/li>\n<\/ul>\n<\/div>\n<!-- SECTION 7 -->\n<h2 id=\"social-communication\" style=\"color: #000000;\">7. Social Communication and Participation<\/h2>\nSocial communication differences affect conversation, relationships, and group participation. These differences may include difficulty with back-and-forth interaction, interpreting social cues, and maintaining peer relationships, which can impact participation across school, home, and community settings.\n\nEvidence-based social skills interventions have demonstrated improvements in social knowledge, communication, and interaction skills in autistic adolescents and young adults. Structured programs such as PEERS\u00ae show significant effects on social functioning across both randomized controlled trials and meta-analyses (Cheng et al., 2025; Fatta et al., 2025).\n\nNaturalistic developmental behavioral interventions also support improvements in language and social engagement by embedding learning within everyday interactions, particularly in early development (Ferreira et al., 2024).\n\n<!-- SECTION 8 -->\n<h2 id=\"behavioral-approaches\" style=\"color: #000000;\">8. Behavioral and Developmental Approaches<\/h2>\nBehavioral and developmental interventions form a core component of evidence-based autism treatment, particularly in early childhood. The evidence base for these approaches has grown substantially in the past decade and now encompasses multiple intervention frameworks (Eckes et al., 2023; L\u00fcken et al., 2025; Pruneti et al., 2024).\n\nApplied Behavior Analysis (ABA) is the most extensively researched behavioral framework in autism. ABA uses structured teaching, reinforcement strategies, and behavioral principles to build skills in communication, adaptive behavior, and social functioning, and to reduce behaviors that interfere with learning. A 2023 meta-analysis of 29 studies found significant improvements in adaptive behavior, communication, and cognitive outcomes for children receiving comprehensive ABA-based interventions (Eckes et al., 2023). A 2025 meta-analysis further confirmed ABA-based interventions improve communication, adaptive, and cognitive skills across children on the autism spectrum (L\u00fcken et al., 2025).\n\nABA is not a single monolithic approach\u2014it encompasses Discrete Trial Training (DTT), which is more structured and therapist-directed, and Naturalistic Teaching Strategies, which embed learning within the child\u2019s natural environment. The intensity, setting, and specific techniques used should be individualized to the child\u2019s needs, goals, and family preferences.\n\nNaturalistic Developmental Behavioral Interventions (NDBIs)\u2014including the Early Start Denver Model (ESDM), Pivotal Response Training (PRT), and the JASPER approach\u2014integrate behavioral principles with developmental theory. Evidence supports improvements in language, social engagement, and functional developmental outcomes, particularly in early childhood (Ferreira et al., 2024; Pruneti et al., 2024).\n\nA systematic review and meta-analysis comparing intervention approaches found that early, intensive interventions\u2014whether ABA-based or NDBI-based\u2014produced the most consistent improvements in communication, adaptive functioning, and cognitive outcomes. Active caregiver involvement was a consistent predictor of better outcomes across both frameworks (Pruneti et al., 2024).\n\n<!-- CLINICIAN BOX - Section 8 -->\n<div style=\"background-color: #ede7f6; border-left: 5px solid #7B1FA2; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #7b1fa2;\">Para profesionales cl\u00ednicos<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li>ABA and NDBIs are not mutually exclusive\u2014many effective intervention programs integrate principles from both frameworks (Ferreira et al., 2024)<\/li>\n \t<li>Evidence supports early and intensive intervention\u2014strongest outcomes are associated with programs beginning before age 4 and delivering 20+ hours per week of structured intervention (Eckes et al., 2023; Pruneti et al., 2024)<\/li>\n \t<li>Caregiver coaching should be built into every behavioral intervention plan\u2014generalization of skills is significantly better when caregivers are active participants (L\u00fcken et al., 2025)<\/li>\n \t<li>For OT practitioners: behavioral and sensory approaches are complementary\u2014addressing both together produces better functional outcomes<\/li>\n<\/ul>\n<\/div>\n<!-- PATIENT BOX - Section 8 -->\n<div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #4caf50;\">Para pacientes y familias<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li>ABA therapy has a strong evidence base but varies widely in quality and approach\u2014look for programs that are play-based, child-directed, and focused on meaningful daily life goals<\/li>\n \t<li>You have the right to ask questions about your child\u2019s ABA program\u2014what goals are being targeted, how progress is measured, and how you can support the same skills at home<\/li>\n \t<li>Naturalistic approaches like the Early Start Denver Model may be a better fit for some families\u2014discuss options with your developmental pediatrician or behavior analyst<\/li>\n \t<li>Early intervention produces the best outcomes\u2014if you are waiting for a diagnosis, you can still request early intervention services through your state\u2019s early intervention program for children under age 3<\/li>\n<\/ul>\n<\/div>\n<!-- SECTION 9 -->\n<h2 id=\"asd-lifespan\" style=\"color: #000000;\">9. ASD Across the Lifespan<\/h2>\nAutism spectrum disorder is a lifelong condition, and differences in adaptive functioning, <a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">sensory processing<\/a>, and motor abilities continue to influence participation across development. Research demonstrates that these factors are associated with variability in daily living skills and independence over time (Travers et al., 2022).\n\nAs individuals move into adolescence and adulthood, challenges often shift toward social participation, independence, and community engagement. Evidence-based social skills interventions, such as PEERS\u00ae, have been shown to improve social communication and interaction skills in adolescents and young adults with autism (Cheng et al., 2025; Fatta et al., 2025).\n\nIn adulthood, social participation remains a key area of concern. Systematic review evidence indicates that autistic adults are at increased risk for loneliness, underscoring the importance of continued support for social connection and community participation across the lifespan (Umagami et al., 2022).\n\n<!-- SECTION 10 -->\n<h2 id=\"what-families-can-do\" style=\"color: #000000;\">10. Qu\u00e9 pueden hacer las familias<\/h2>\nCaregiver involvement is an important component of effective intervention (Ferreira et al., 2024).\n\nEvidence-based interventions for autism spectrum disorder consistently emphasize the importance of caregiver involvement in supporting skill development and generalization. Behavioral and developmental intervention research demonstrates that outcomes are improved when caregivers are actively involved in intervention processes (Eckes et al., 2023; L\u00fcken et al., 2025; Pruneti et al., 2024).<img loading=\"lazy\" decoding=\"async\" class=\"wp-image-3270 alignright\" src=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-200x300.jpg\" alt=\"Father and son bond while playing with colorful shapes at home, showcasing family togetherness.\" width=\"118\" height=\"177\" srcset=\"https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-200x300.jpg 200w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-683x1024.jpg 683w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-768x1152.jpg 768w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-1024x1536.jpg 1024w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-1365x2048.jpg 1365w, https:\/\/therapytopics.com\/wp-content\/uploads\/2026\/04\/pexels-photo-5442703-5442703-scaled.jpg 1707w\" sizes=\"(max-width: 118px) 100vw, 118px\" \/>\n\nIn addition to intervention, long-term support remains important. Research on autistic adults highlights ongoing challenges in social participation, reinforcing the need for continued resources and support for both individuals and families across the lifespan (Umagami et al., 2022).\n\n<!-- REFERRAL BOX -->\n<div style=\"background-color: #fff3cd; border-left: 5px solid #D4A017; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #d4a017;\">Cu\u00e1ndo solicitar una derivaci\u00f3n para terapia<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li>Any concern about a child\u2019s social, communication, or sensory development\u2014the earlier, the better<\/li>\n \t<li>Before school entry, to identify needs and plan supports<\/li>\n \t<li>At any transition point: starting school, adolescence, adulthood<\/li>\n \t<li>When sensory differences or daily living challenges are significantly affecting the family\u2019s functioning<\/li>\n \t<li>Any time an autistic adult wants support with work, daily living, or community participation\u2014these services are not exclusively for children<\/li>\n<\/ul>\n<\/div>\n<!-- PATIENT BOX - Section 10 -->\n<div style=\"background-color: #e8f5e9; border-left: 5px solid #4CAF50; border-radius: 4px; padding: 16px 20px; margin: 20px 0;\">\n\n<strong style=\"color: #4caf50;\">Para pacientes y familias<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li>Occupational therapy, speech-language therapy, and physical therapy are not just for children\u2014autistic adolescents and adults can benefit significantly<\/li>\n \t<li>Speech-language therapy in adulthood can support workplace communication, social pragmatics, and use of AAC systems<\/li>\n \t<li>Physical therapy can address motor coordination, strength, balance, and fitness\u2014motor differences are common in autism<\/li>\n \t<li>The transition from school-based services to adult services is a critical period\u2014begin planning well before age 18<\/li>\n \t<li>Loneliness and social isolation are significant risks for autistic adults\u2014structured social skills programs such as PEERS\u00ae have strong evidence for improving social communication (Cheng et al., 2025)<\/li>\n \t<li>Many autistic adults are not diagnosed until adulthood\u2014a formal evaluation is worth pursuing and can open doors to support services and workplace accommodations<\/li>\n<\/ul>\n<\/div>\n<!-- SECTION 11 -->\n<h2 id=\"note-for-clinicians\" style=\"color: #000000;\">11. Una nota para los m\u00e9dicos<\/h2>\n<a style=\"color: #1f497d;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">Sensory processing<\/a> assessment in ASD should extend beyond checklist-based measures. While standardized tools provide useful information across sensory systems, they may not fully capture how sensory differences affect functional performance in daily contexts. Research indicates that sensory processing differences are closely associated with attention, self-regulation, and participation in everyday activities (Roberge &amp; Crasta, 2022; Piller et al., 2025).\n\nObservational assessment during real-life tasks remains essential. Differences in sensory processing are often linked to variability in adaptive functioning and daily living skills, highlighting the importance of evaluating behavior within meaningful contexts rather than relying solely on structured testing (Travers et al., 2022).\n\nBehavior that is described as \u201cnoncompliant\u201d in structured environments may reflect underlying sensory or regulatory challenges rather than oppositional behavior. Evidence from sensory-based and sensory integration research supports the need to consider sensory contributions to behavior when planning intervention (Gallegos-Berrios et al., 2024; Oh et al., 2024).\n\nIntegrating sensory, behavioral, and functional perspectives is essential for developing effective, individualized intervention plans.\n\n<!-- RELATED PAGES -->\n<div style=\"background-color: #ddeeff; border-left: 5px solid #2E74B5; border-radius: 4px; padding: 16px 20px; margin: 24px 0;\">\n\n<strong style=\"color: #2e74b5;\">P\u00e1ginas relacionadas sobre temas de terapia<\/strong>\n<ul style=\"margin: 8px 0 0 0; color: #333333; font-size: 14px; padding-left: 20px;\">\n \t<li><a style=\"color: #2e74b5;\" href=\"https:\/\/therapytopics.com\/es\/sensory-processing-integration\/\">Procesamiento e integraci\u00f3n sensorial<\/a> \u2014 Assessment, Ayres Sensory Integration, and evidence-based intervention for children and adults<\/li>\n \t<li><a style=\"color: #2e74b5;\" href=\"https:\/\/therapytopics.com\/es\/adaptive-feeding\/\">Alimentaci\u00f3n adaptativa<\/a> \u2014 Feeding therapy, adaptive equipment, and strategies for children with feeding challenges<\/li>\n \t<li><a style=\"color: #2e74b5;\" href=\"https:\/\/therapytopics.com\/es\/fall-prevention\/\">Prevenci\u00f3n de ca\u00eddas<\/a> \u2014 Balance, home safety, and exercise for older adults<\/li>\n<\/ul>\n<\/div>\n<!-- REFERENCES -->\n<h2 id=\"references\" style=\"color: #000000;\">12. Referencias<\/h2>\n<ol style=\"font-size: 13px; line-height: 1.8; color: #333333;\">\n \t<li>Acu\u00f1a, C., Gallegos-Berrios, S., Barfoot, J., Meredith, P., &amp; Hill, J. (2025). Ayres Sensory Integration\u00ae with children ages 0 to 12: A systematic review of randomized controlled trials. <em>American Journal of Occupational Therapy, 79,<\/em> 7903205180. https:\/\/doi.org\/10.5014\/ajot.2025.051023<\/li>\n \t<li>Cheng, Y., Shi, J., Cheng, X., Wei, Y., Wang, J., &amp; Jiang, Z. (2025). Impact of social knowledge and skills training based on UCLA PEERS\u00ae on social communication and interaction skills of adolescents or young adults with autism: A systematic review and meta-analysis. <em>Research in Autism Spectrum Disorders.<\/em> https:\/\/doi.org\/10.1016\/j.rasd.2025.102494<\/li>\n \t<li>Eckes, T., Buhlmann, U., Holling, H. D., M\u00f6llmann, A., &amp; Doerfler, A. (2023). Comprehensive ABA-based interventions in the treatment of children with autism spectrum disorder\u2014a meta-analysis. <em>BMC Psychiatry, 23,<\/em> 133. https:\/\/doi.org\/10.1186\/s12888-022-04412-1<\/li>\n \t<li>Fatta, L. M., Laugeson, E. A., Bianchi, D., Italian PEERS\u00ae team support group, Laghi, F., &amp; Scattoni, M. L. (2025). Program for the Education and Enrichment of Relational Skills (PEERS\u00ae) for Italy: A randomized controlled trial of a social skills intervention for autistic adolescents. <em>Journal of Autism and Developmental Disorders, 55<\/em>(1), 202\u2013220. https:\/\/doi.org\/10.1007\/s10803-023-06211-3<\/li>\n \t<li>Ferreira, A., Cabral, A., &amp; Fernandes, H. M. (2024). The impact of early intensive behavioral and developmental interventions on key developmental outcomes in young children with autism spectrum disorder: A narrative review. <em>Cureus, 16<\/em>(9), e69799. https:\/\/doi.org\/10.7759\/cureus.69799<\/li>\n \t<li>Gallegos-Berrios, S., Barfoot, J., Meredith, P., &amp; Hill, J. (2024). A systematic review of treatment for children with autism spectrum disorder: The sensory processing and sensory integration approach. <em>Children, 11<\/em>(10), 1222. https:\/\/doi.org\/10.3390\/children11101222<\/li>\n \t<li>L\u00fcken, M., Bachmann, C. J., &amp; Hoffmann, F. (2025). A meta-analysis of Applied Behavior Analysis-based interventions to improve communication, adaptive, and cognitive skills in children on the autism spectrum. <em>Review Journal of Autism and Developmental Disorders.<\/em> https:\/\/doi.org\/10.1007\/s40489-025-00506-0<\/li>\n \t<li>Oh, S. J., Jang, J. S., Jeon, A. R., Kim, G., Kwon, M., Cho, B., Kim, S. Y., Kim, J. W., Kim, B. N., Oh, H. Y., &amp; Bhang, S. Y. (2024). Effectiveness of sensory integration therapy in children, focusing on Korean children: A systematic review and meta-analysis. <em>World Journal of Clinical Cases, 12<\/em>(7), 1260\u20131271. https:\/\/doi.org\/10.12998\/wjcc.v12.i7.1260<\/li>\n \t<li>Piller, A., McHugh Conlin, J., Glennon, T. J., Andelin, L., Auld-Wright, K., Teng, K., &amp; Tarver, T. (2025). Systematic review of sensory-based interventions for children and youth (2015\u20132024). <em>Frontiers in Pediatrics, 13,<\/em> 1720179. https:\/\/doi.org\/10.3389\/fped.2025.1720179<\/li>\n \t<li>Pruneti, C., Coscioni, G., &amp; Guidotti, S. (2024). Evaluation of the effectiveness of behavioral interventions for autism spectrum disorders: A systematic review of randomized controlled trials and quasi-experimental studies. <em>Autism, 28<\/em>(3), 595\u2013613. https:\/\/doi.org\/10.1177\/13591045231205614<\/li>\n \t<li>Roberge, N., &amp; Crasta, J. E. (2022). A systematic review of sensory interventions for children with autism: The effects on attention and self-regulation. <em>American Journal of Occupational Therapy, 76<\/em>(Supplement_1), 7610510189p1. https:\/\/doi.org\/10.5014\/ajot.2022.76S1-PO189<\/li>\n \t<li>Shaw, K. A., Williams, S., Patrick, M. E., et al. (2025). Prevalence and early identification of autism spectrum disorder among children aged 4 and 8 years\u2014Autism and Developmental Disabilities Monitoring Network, 16 sites, United States, 2022. <em>MMWR Surveillance Summaries, 74<\/em>(No. SS-2), 1\u201322. https:\/\/doi.org\/10.15585\/mmwr.ss7402a1<\/li>\n \t<li>Travers, B. G., Lee, L., Klans, N., Engeldinger, A., Taylor, D., &amp; Ausderau, K. (2022). Associations among daily living skills, motor, and sensory difficulties in autistic and non-autistic children. <em>American Journal of Occupational Therapy, 76,<\/em> 7602205020. https:\/\/doi.org\/10.5014\/ajot.2022.045955<\/li>\n \t<li>Umagami, K., Remington, A., Lloyd-Evans, B., Davies, J., &amp; Crane, L. (2022). Loneliness in autistic adults: A systematic review. <em>Autism, 26<\/em>(8), 2117\u20132135. https:\/\/doi.org\/10.1177\/13623613221077721<\/li>\n<\/ol>\n<!-- FOOTER DISCLAIMER -->\n<p style=\"font-size: 12px; color: #888888; border-top: 1px solid #e0e0e0; padding-top: 12px; margin-top: 24px;\">\u00a9 TherapyTopics.com \u2014 Toda la informaci\u00f3n se proporciona \u00fanicamente con fines educativos y no constituye asesoramiento m\u00e9dico ni terap\u00e9utico. 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