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Early Start Denver Model for Young Children with Autism : Promoting Language, Learning, and Eng...

ISBN: 9781606236314 | 1606236318
Edition: 1st
Format: Trade Paper
Publisher: The Guilford Press
Pub. Date: 12/9/2009

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SummaryTable of ContentsAuthor Biography
From leading authorities, this state-of-the-art manual presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. Supported by the principles of developmental psychology and applied behavior analysis, ESDM's intensive teaching interventions are delivered within play-based, relationship-focused routines. The manual provides structured, hands-on strategies for working with very young children in individual and group settings to promote dev... MORE
Current Understanding of Infant Learning and Autismp. 1
How Infants Learnp. 2
How Brain Development Supports the Acquisition of Social-Communicative Skillsp. 4
How Autism Likely Affects Brain Development and Learningp. 8
Brain Changes in Early Childhood and Beyondp. 12
The Role of Early Intervention in Shaping Early Brain Development and Outcome in Autismp. 13
An Overview of t... MOREp. 14
Foundations of the ESDMp. 14
The ESDM Curriculump. 17
ESDM Teaching Proceduresp. 19
Evidence of Effectivenessp. 29
Similarities and Differences between the ESDM and Other Intervention Models for Toddlers with ASDp. 33
Conclusionp. 34
Using the Early Start Denver Modelp. 35
Delivery Settingsp. 35
Delivery to Whom?p. 36
Delivery by Whom?p. 36
ESDM Proceduresp. 37
Using the Generalist Model to Deliver Interventionp. 39
The Interdisciplinary Treatment Teamp. 40
Partnering with Familiesp. 50
Transitioning Out of the ESDM Interventionp. 55
Conclusionp. 57
Developing Short-Term Learning Objectivesp. 58
Assessment Using the ESDM Curriculum Checklistp. 58
Constructing the Learning Objectivesp. 68
Balancing objectives across Domainsp. 68
How Many Objectives?p. 68
Selecting Skill Contentp. 69
Elements of the Objectivep. 70
Writing Functional Objectivesp. 75
Isaac's 12-Week Learning Objectivesp. 76
Conclusionp. 79
Formulating Daily Teaching Targets and Tracking Progressp. 80
Mapping Out Learning Steps for Each Objectivep. 80
Tracking Progressp. 87
Summaryp. 94
Appendix 5.1. Learning Objectives and Learning Steps for Isaacp. 95
Developing Plans and Frames for Teachingp. 101
Becoming a Play Partnerp. 102
Joint Activity Routines: Frames for Teachingp. 108
Managing Unwanted Behaviorsp. 120
Organizing and Planning the Sessionp. 123
When Children Aren't Progressing: A Decision Treep. 130
Conclusionp. 134
Developing Imitation and Playp. 136
Teaching Imitationp. 136
Teaching Play Skillsp. 146
Conclusionp. 153
Developing Nonverbal Communicationp. 154
Coordinating Attention Underlies Communicationp. 155
Developing Use and Understanding of Natural Gesturesp. 156
Teaching Conventional Gesture Usep. 160
Conclusionp. 166
Developing Verbal Communicationp. 168
Stimulating Development of Speech Productionp. 169
Receptive Languagep. 179
Conclusionp. 182
Using the Early Start Denver Model in Group Settingsp. 184
Considering Characteristics of Autism in Classroom Organizationp. 185
Physical Organizationp. 186
Planning the Daily Schedule and Routinesp. 189
Choreography of the Classroomp. 192
Staff Planning and Communicationp. 192
Small- and Large- Group Instructionp. 194
Classroom Behavior Managementp. 197
Transitions and Individual Schedule Systemsp. 198
Curriculum for Peer Relations and Self-Carep. 202
Kindergarten Transitionp. 206
Conclusionp. 207
Early Start Denver Model Curriculum Checklist and Item Descriptionsp. 209
Introductionp. 209
Administrationp. 210
Scoringp. 211
Translating Items into Teaching Objectivesp. 211
Materials Neededp. 212
Early Start Denver Model Curriculum Checklist for Young Children with Autismp. 213
Early Start Denver Model Curriculum Checklist: Item Descriptionsp. 230
Early Start Denver Model Teaching Fidelity Rating System: Administration and Codingp. 259
Procedure for Coding Fidelity of Treatment Implementationp. 259
Early Start Denver Modelp. 261
Early Start Denver Model Fidelity CodingSheetp. 271
Referencesp. 273
Indexp. 287
Table of Contents provided by Ingram. All Rights Reserved.

Sally J. Rogers, PhD, is Professor of Psychiatry at the M.I.N.D. Institute, University of California, Davis. A developmental psychologist, she is involved at the international level in major clinical and research activities on autism, including one of the 10 Autism Centers of Excellence network projects funded by the National Institutes of Health/ National Institute of Child Health and Human Development, involving a multisite, randomized, controlled trial of an infant–toddler treatment for autism. She is also the director of an interdisciplinary postdoctoral training grant for autism researchers. Dr. Rogers is on the executive board of the International Society for Autism Research, is an editor of the journal Autism Research, and is a member of the DSM-V workgroup on autism, pervasive developmental disorder, and other developmental disorders. She has spent her entire career studying cognitive and social-communicative development and intervention in young children with disabilities and has published widely on clinical and developmental aspects of autism, with a particular interest in imitation problems. As a clinician, she provides evaluation, treatment, and consultation to children and adults with autism and their families.  

 

Geraldine Dawson, PhD, is Chief Science Officer at Autism Speaks, Research Professor of Psychiatry at the University of North Carolina at Chapel Hill, Professor Emeritus at the University of Washington (UW), and Adjunct Professor of Psychiatry at Columbia University. Previously, she was Professor of Psychology and Psychiatry at UW and Founding Director of the UW Autism Center, which has been designated a National Institutes of Health Autism Center of Excellence since 1996. While at UW, Dr. Dawson led a multidisciplinary autism research program focusing on genetics, neuroimaging, diagnosis, and treatment. She received continuous funding from the National Institutes of Health for her research from 1980 until 2008, when she left UW to join Autism Speaks. She was Founding Director of the UW Autism Center’s multidisciplinary clinical services program, which is the largest of its kind in the northwestern United States. Dr. Dawson has testified before the U.S. Senate on behalf of individuals with autism and played a key role on the Washington State Autism Task Force. Her research and publications focus on early detection and treatment of autism, early patterns of brain dysfunction (electrophysiology), and, more recently, the development of endophenotypes for autism genetic studies.



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