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Early Start Denver Overview

The Early Start Denver Model (ESDM) is an early intervention program for children ages 12-48 months with autism spectrum disorder. ESDM uses applied behavior analysis techniques within play-based activities to develop social, communication, and learning skills. Three main goals are bringing the child into social relationships, following the child's lead during engagement, and developing play to address deficits. Treatment is individualized based on the child's profile and family goals. Progress is measured using standardized assessments of development, autism symptoms, cognition, and language. Both clinicians and parents implement ESDM after required training. Parents are encouraged to use ESDM strategies during everyday activities and choose treatment objectives. ESDM can be implemented at home or in a clinical setting

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500 views2 pages

Early Start Denver Overview

The Early Start Denver Model (ESDM) is an early intervention program for children ages 12-48 months with autism spectrum disorder. ESDM uses applied behavior analysis techniques within play-based activities to develop social, communication, and learning skills. Three main goals are bringing the child into social relationships, following the child's lead during engagement, and developing play to address deficits. Treatment is individualized based on the child's profile and family goals. Progress is measured using standardized assessments of development, autism symptoms, cognition, and language. Both clinicians and parents implement ESDM after required training. Parents are encouraged to use ESDM strategies during everyday activities and choose treatment objectives. ESDM can be implemented at home or in a clinical setting

Uploaded by

isauraortega33
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Early Start Denver Model

Overview

The Early Start Denver Model (ESDM) is an early intervention program designed to promote language, learning, and
engagement for young children 12-48 months of age with autism spectrum disorders (ASD). ESDM is supported by
the principles of developmental psychology and applied behavior analysis (ABA). Their teaching
interventions are delivered within play-based, relationship-focused routines. The ESDM curriculum is designed
to address all areas of the child’s development using applied behavior analysis (ABA) based teaching strategies that
involve interpersonal exchange and positive affect, shared engagement with real-life materials and activities, adult
responsiveness and increasing parent sensitivity to child cues, and focus on developing the child’s verbal and nonverbal
communication skills. Three main goals are: 1) bringing the child into social relationships, 2) following the child’s lead
when socially engaging the child, and 3) developing play activities to fill in any learning deficits that the child may have.

How goals and objectives are prioritized and selected for treatment
Goals and objectives are selected based on the developmental profile of the individual child and the goals of the child’s
family.

Measures for determining if treatment is working


Independent measures of adaptive behavior, autism symptoms, cognitive ability, and language level used to test for
changes in child skills. Additionally, parents complete taped play samples periodically to identify changes in parent skills.

Who can implement this treatment?


 Trained clinician  Trained educator  Trained parent  Other
Both clinicians and parents are active treatment providers. Parents are taught basic ESDM strategies and asked to use
them during everyday activities.

What is the role of the family?


ESDM includes a strong parent-family component that is flexible to each family’s characteristics. Parents are encouraged
to use ESDM strategies during everyday activities such as meals, bath time, and play. Parents choose objectives from the
curriculum that they view as important as intervention targets.

In which setting(s) can treatment be implemented?


 Clinical or therapy room  Classroom  Childcare program  Home  Community  Other

Is special training recommended or required to conduct or implement treatment?


 No  Yes, recommended  Yes, required
Training/certification: 1) Reading ESDM manual 2) Attending training workshops 3) Submitting training materials for
certification including videotaped therapy sessions, a completed child curriculum, developing child objectives and data
collection system. Trainees receive feedback until meeting fidelity.

Certification is available for three different levels: Advanced, Parent Coaching, and Trainer-of-Trainer.

Authors of Early Start Denver


Sally Rogers, PhD
Geraldine Dawson, PhD

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Early Start Denver Model

Additional information describing Early Start Denver


Website:
http://www.ucdmc.ucdavis.edu/mindinstitute/research/esdm/

Treatment Manual:
Rogers S.J. & Dawson G. Early Start Denver Model for Young Children with Autism. New York, NY: Guilford Press; 2009.

Top 4 research references supporting Early Start Denver


1. Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2009). Randomized, controlled
trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), 17-
23. (Open Access)

2. Smith, M., Rogers, S., & Dawson, G. The Early Start Denver Model: a comprehensive early intervention approach for
toddlers with autism. In: Handleman JS, Harris SL, eds. Preschool Education Programs for Children With Autism. 3rd
ed. Austin, TX: Pro-Ed Corporation, Inc; 2008:65–101

3. Vismara, L.A., & Rogers, S.J. (2008). The Early Start Denver Model: A case study of innovative practice. Journal of
Early Intervention, 31, 91–108. (Open Access)

4. Vismara, L.A., Young, G.S., Stahmer, A.C., Griffith, E.M., & Rogers, S.J. (2009). Dissemination of evidence-based
practice: Can we train therapists from a distance? Journal of Autism and Developmental Disabilities, 39 (12), 1636-
1651. (Open Access)

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