From Models to Practice: Evidence-Based Principles of Early Intervention for Autism Spectrum Disorder and the Mosaic Program as an Integrative Implementation Framework

Abstract

Early intervention for children with autism spectrum disorder (ASD) is a critical determinant of long-term developmental outcomes, given the high neuroplasticity of the brain during the preschool years. Despite a substantial international evidence base, translation of validated models into consistent practice remains uneven, particularly in contexts where national early intervention standards are still developing. This article aims to (1) analyse four internationally validated, practice-oriented early intervention models — the Early Start Denver Model (ESDM), TEACCH, JASPER, and Project DATA — with a focus on practical implementation characteristics; and (2) introduce the Mosaic corrective-developmental program as an integrative practitioner framework that operationalises the shared principles of effective early intervention for children with ASD aged 3–10 years.  A conceptual, practice-informed review was conducted. The analysis drew on peer-reviewed empirical literature, randomised controlled trials, and quasi-experimental evaluations of the selected models, supplemented by applied clinical experience in early childhood support services. Systematic analysis of the four models identified three cross-cutting principles consistently associated with intervention effectiveness: individualisation of support strategies, interdisciplinary collaboration, and integration of intervention into the child's and family's everyday routines. The Mosaic program is introduced as an author-developed modular framework — currently at the conceptual and structural development stage, without published efficacy data — that explicitly operationalises these principles through four intervention domains: metacognitive skill development, emotional regulation, social communication, and participation in daily life. The Mosaic program represents a structured, scalable practitioner framework for early intervention in ASD that translates internationally validated principles into an accessible, modular tool. Further empirical evaluation of program outcomes is identified as a priority for future research.