What is the best strategy to address the concerns of parents when a preschool student seems to be developing typically but has a sibling with autism spectrum disorder?

Providing information regarding typical language development is the best strategy in this scenario. Parents of a preschool student with a sibling who has autism spectrum disorder may have heightened concerns about their child's speech and language development. By educating them about the typical milestones and variations in language development, it can alleviate their anxieties and help them understand that their child's progress may fall within the normal range.

This approach not only empowers parents with knowledge but also fosters open communication about their child's development. It reassures them that their concerns are valid but helps frame those worries within the context of typical developmental trajectories. It may also encourage them to observe their child’s language use more objectively, rather than through the lens of their sibling's challenges.

The other strategies, while useful in certain contexts, do not address the immediate concerns of the parents as directly as providing information on typical language development does. Recommending an evaluation or screening could potentially raise unnecessary alarm if the child is indeed developing typically, and pragmatic language intervention may not be warranted unless specific issues are identified.