entry into intervention as soon as an ASD diagnosis is seriously considered rather than deferring until a definitive diagnosis is made;

provision of intensive intervention, with active engagement of the child at least 25 hours per week, 12 months per year, in systematically planned, developmentally appropriate educational activities designed to address identified objectives;

low student-to-teacher ratio to allow sufficient amounts of 1-on-1 time and small-group instruction to meet specific individualized goals;

inclusion of a family component (including parent training as indicated);

promotion of opportunities for interaction with typically developing peers to the extent that these opportunities are helpful in addressing specified educational goals;

ongoing measurement and documentation of the individual child's progress toward educational objectives, resulting in adjustments in programming when indicated;

incorporation of a high degree of structure through elements such as predictable routine, visual activity schedules, and clear physical boundaries to minimize distractions;

implementation of strategies to apply learned skills to new environments and situations (generalization) and to maintain functional use of these skills; and

use of assessment-based curricula that address:
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