**4. Developmental approach**

In a developmental approach, development of a child with autism is compared with the de‐ velopmental sequence seen in non-disabled children. Early childhood assessment tools are used to determine the patterns of typical development. The skills that the child demon‐ strates are indicative of his or developmental level. The intervention goals are set for the skills the child failed or partially accomplished during assessment. A developmental ap‐ proach to intervention is also referred to as child centered approach in which the adult fol‐ lows the child's lead. It uses materials and activities that suit the child's level in a given area of development. The materials are provided to the child, and the adult facilitates the child' interaction with them so that the child moves towards achieving the pre-set developmental goal. But it is the child's initiative with the material or activities that serves as guideline for the adult's interaction. For example, if a child picks up a toy, the adult may show what can be done with it by demonstration and prompts. Child's preferences decide what should be selected as material, and the adult plays a supportive role to encourage the child's interac‐ tion with the material. Unlike the behavioral methods, developmental approach does not re‐ quire the child to interact with material or carry out an activity in a pre-specified structured manner. The consequences of such interactive behaviors are reinforcements that occur natu‐ rally in child's environment. The reinforcements may be internal, such as, happiness at being able to complete a task successfully.
