Copyright © Lippincott Williams & Wilkins. Unauthorized reproduction of this article is prohibited. C URRENT O PINION A review of evidence-based early intervention for behavioural problems in children with autism spectrum disorder: the core components of effective programs, child-focused interventions and comprehensive treatment models Bruce J. Tonge, Kerry Bull, Avril Brereton, and Rebecca Wilson Purpose of review This article reviews recent evidence and other earlier relevant articles regarding early intervention studies for children with autism spectrum disorder (ASD). Recent findings There is a well-established body of empirical evidence for the effectiveness of Early Intensive Behavioural Intervention (EIBI) with young children with ASD. The importance of parent skills training, education and positive behaviour support is also a key factor in influencing outcomes. Drug treatment is of short-term benefit for disruptive behaviour but long-term outcome and metabolic side-effects have not been studied. Summary Few studies have measured the long-term value and effectiveness of early intervention treatments, and currently there are no articles published on effects into adulthood of such treatments. Such research would indicate whether early intervention results in reduced reliance on health services into adulthood. Keywords autism, behaviour problems, early intervention INTRODUCTION Autism spectrum disorder (ASD) is one of the most debilitating chronic childhood disorders associated with poor long-term outcomes and ongoing com- munity and family care [1 & ,2 & ,3 && ]. Core sympto- mology includes deficits in communication and language skills, impaired social interactions and patterns of repetitive and stereotyped behaviours [4]. As some symptoms of ASD show signs as early as 12 months of age [5 & ] and early screening and diagnostic evaluation protocols have become more widely accessible [6], there has been an increase in the identification of ASD in toddler-aged children. Therefore, there is a need for cost-effective and efficient early intervention programs for these children and their families. PREVENTION AND EARLY INTERVENTION FOR BEHAVIOUR PROBLEMS A USA National Standards Report on evidence-based practice guidelines [7] concluded that there is currently no single universally effective treatment for ASD and a multimodal approach to treatment is more likely to promote development, improve behaviour and reduce stress experienced by the child and family. Parents also often mix treatments and continue to search for other interventions [8], but mixing methods or taking an ‘eclectic’ approach can be counterproductive and interfere with pro- gress, particularly if it is unplanned and lacks empir- ical support [9 && ]. Best practice guidelines define three components of an early intervention program: Centre for Developmental Psychiatry and Psychology, Monash University, Victoria, Australia Correspondence to Emeritus Professor Bruce Tonge, Centre for Devel- opmental Psychiatry and Psychology, Monash University, Omnico Business Centre, Building 2, 270 Ferntree Gully Road, Notting Hill, VIC 3168, Australia. Tel: +61 3 9905 0156; e-mail: bruce.tonge@ monash.edu Curr Opin Psychiatry 2014, 27:158–165 DOI:10.1097/YCO.0000000000000043 www.co-psychiatry.com Volume 27  Number 2  March 2014 REVIEW