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Early Start Denver Model

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The Early Start Denver Model (ESDM) is a form of therapy directed at young children that display early signs of being on the autism spectrum proposed by American psychiatrists Sally J. Rogers and Geraldine Dawson. It is intended to help children improve development traits as early as possible so as to narrow or close the gaps in capabilities between the individual and their peers.

Development

The American psychiatrists Sally J. Rogers and Geraldine Dawson began developing the Early Start Denver Model during the 1980s.[1] While working at the University of Colorado, in Denver, Rogers provided what was first called the "play school model" of intervention which was applied to children in preschool during their regular play activities.[2] The model was founded in Piaget's theory of cognitive development[2] and came to be described by Rogers and Dawson as the Denver Model.[3]

In 2010, the two researchers published Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement,[4] in which the ESDM is manualized and described in detail. It is generally cited to be directed towards children between 12 and 48 months of age,[5] and is closely related to Applied behavior analysis, influencing and being influenced by this field of work.[2][6]

Description

The ESDM is aimed at using "joint activity routines" that explore the child's natural interests to explore their learning potential, shaping everyday activities between the child and their caregivers to maximize their development potential according to the child's assessment.[6]

Rogers and Dawson describe the core features of the ESDM as:[4]

  1. an interdisciplinary team that implements a developmental curriculum addressing all domains;
  2. focus on interpersonal engagement;
  3. development of fluent, reciprocal, and spontaneous imitation of gestures, facial movements and expressions, and object use;
  4. emphasis on both nonverbal and verbal communication development;
  5. focus on cognitive aspects of play carried out within dyadic play routines;
  6. partnership with parents.

Assessment

The intervention begins with measuring the child's skill levels in language, social skills, imitation, cognition, play, and motor and self-help skills. The assessment serves as a baseline for future reassessments, which are rerun every 12 weeks,[7] and a model of it is presented in Rogers and Dawson's 2010 book,[1] being called the ESDM Curriculum Checklist.[8]

Intervention plan

Results from the first assessment are used to draw an intervention plan, which describes the activities to be performed with the child by the parents and therapists. An interdisciplinary team oversees the progress and readjusts the plan with every new 12-week assessment.[4] The parents are also trained (or "coached") and play a role in the program, taking on some of the activities in the child's intervention plan or, in some cases, conducting it all together.[9]

Among the domains focused on by the intervention plan are of particular importance: imitation, nonverbal communication (including joint attention), verbal communication, social development (including emotion sharing), and play.[4]

References

  1. ^ a b "Is There Science Behind That?: Early Start Denver Model". Association for Science in Autism Treatment. Retrieved January 24, 2023.
  2. ^ a b c McGee, Gail (October 23, 2008). "What Is The Denver Model?". ABC News. Retrieved January 24, 2023.
  3. ^ Rogers, Sally J. (2013), "Early Start Denver Model", in Volkmar, Fred R. (ed.), Encyclopedia of Autism Spectrum Disorders, New York, NY: Springer, pp. 1034–1042, doi:10.1007/978-1-4419-1698-3_1821, ISBN 978-1-4419-1698-3, retrieved January 24, 2023
  4. ^ a b c d Rogers, Sally J.; Dawson, Geraldine (2010). Early Start Denver Model for young children with autism : promoting language, learning, and engagement. New York: Guilford Press. ISBN 978-1-60623-631-4. OCLC 406124029.
  5. ^ "Early Start Denver Model (ESDM)". Autism Speaks. Retrieved January 24, 2023.
  6. ^ a b Vivanti, Giacomo; Stahmer, Aubyn C. (March 2021). "Can the Early Start Denver Model Be Considered ABA Practice?". Behavior Analysis in Practice. 14 (1): 230–239. doi:10.1007/s40617-020-00474-3. ISSN 1998-1929. PMC 7900312. PMID 33732593.
  7. ^ Rogers, Sally J. (2010). Early Start Denver Model curriculum checklist for young children with autism. Geraldine Dawson. New York: Guilford. ISBN 978-1-60623-633-8. OCLC 502315907.
  8. ^ J., Rogers, Sally (2010). Early Start Denver Model curriculum checklist for young children with autism. Guilford. ISBN 978-1-60623-633-8. OCLC 502315907.{{cite book}}: CS1 maint: multiple names: authors list (link)
  9. ^ Rogers, S. J.; Estes, A.; Vismara, L.; Munson, J.; Zierhut, C.; Greenson, J.; Dawson, G.; Rocha, M.; Sugar, C.; Senturk, D.; Whelan, F.; Talbott, M. (September 10, 2018). "Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A Randomized Comparison Treatment Trial". Journal of Autism and Developmental Disorders. 49 (2): 632–646. doi:10.1007/s10803-018-3740-5. ISSN 0162-3257. PMID 30203308. S2CID 254571081.
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