Early Start Denver Model
The ESDM is a comprehensive behavioural early intervention for children with ASD, aged 12 to 48 months (Dawson et al., 2010). The ESDM approach incorporates Applied Behaviour Analysis (ABA) with developmental and relationship based approaches. The ESDM program also includes principles such as interactive social relationships and positive exchanges (Blenner, Reddy & Augustyn, 2011). Dawson et al. conducted a randomised control trial (RCT) with children between 18 and 30 months. The participants were diagnosed with ASD or pervasive developmental disorder-not otherwise specified (PDD-NOS). The study concentrated on exploring the efficacy of the Early Start Denver Model (ESDM) compared to an intervention that was commonly …show more content…
Furthermore, in order for the family to understand how to support their child, involving the family is important in the assessment, implementation and development of the program for a child (Prior & Roberts, 2012). Training parents of children with ASD was found to improve the child’s parent-child interaction and communication (McConachie & Diggle, 2007). Green et al., (2010) conducted a RCT to measure the effects of a parent-mediated communication-focused intervention compared to treatment as usual (TAU). Children with ASD, aged between 2 years and 4 years and 11 months, were randomly assigned to either the treatment as usual (TAU) group or the parent-mediated communication-focused PACT intervention. The primary result of the study was the severity of autism symptoms after 13 months of the intervention. The additional secondary outcomes included measures of child language, parent-child interaction and adaptive functioning in school. The criteria for inclusion was strict whereby some of the following restrictions applied; children who had epilepsy requiring medication, a twin with ASD, severe visual or hearing impairment in a parent or the child were excluded from the study. These exclusion criteria may have significantly reduced the quantity of eligible participants, and the sample chosen may not be fully …show more content…
The primary outcome measures included severity of ASD symptoms communication skills and cognitive ability (IQ). An ABA intervention was implemented, as well as focusing on including social and communication development in the current curriculum. Cognitive ability was measured using the Mullen Scales of Early Learning (MSEL) and communication was measured using the Vineland Adaptive Behaviour Scales 2nd Edition. Upon completion of the intervention, the children demonstrated significant advances in Vineland Communication domain standard scores and IQ scores on the MSEL. However, after the intervention finished ASD severity increased in some children, which indicates the need for a longer intervention in order to maintain improvements in development and target the core ASD symptoms. A longer intervention may lead to sustained results and a better long-term outcome. A limitation of Landa and Kalb’s study was that there was no comparison group, which makes it difficult to compare the results of the intervention with a control condition. Overall, the findings from Landa and Kalb’s study support that short-term early interventions for toddlers with ASD can promote positive long-term
The ESDM is a comprehensive behavioural early intervention for children with ASD, aged 12 to 48 months (Dawson et al., 2010). The ESDM approach incorporates Applied Behaviour Analysis (ABA) with developmental and relationship based approaches. The ESDM program also includes principles such as interactive social relationships and positive exchanges (Blenner, Reddy & Augustyn, 2011). Dawson et al. conducted a randomised control trial (RCT) with children between 18 and 30 months. The participants were diagnosed with ASD or pervasive developmental disorder-not otherwise specified (PDD-NOS). The study concentrated on exploring the efficacy of the Early Start Denver Model (ESDM) compared to an intervention that was commonly …show more content…
Furthermore, in order for the family to understand how to support their child, involving the family is important in the assessment, implementation and development of the program for a child (Prior & Roberts, 2012). Training parents of children with ASD was found to improve the child’s parent-child interaction and communication (McConachie & Diggle, 2007). Green et al., (2010) conducted a RCT to measure the effects of a parent-mediated communication-focused intervention compared to treatment as usual (TAU). Children with ASD, aged between 2 years and 4 years and 11 months, were randomly assigned to either the treatment as usual (TAU) group or the parent-mediated communication-focused PACT intervention. The primary result of the study was the severity of autism symptoms after 13 months of the intervention. The additional secondary outcomes included measures of child language, parent-child interaction and adaptive functioning in school. The criteria for inclusion was strict whereby some of the following restrictions applied; children who had epilepsy requiring medication, a twin with ASD, severe visual or hearing impairment in a parent or the child were excluded from the study. These exclusion criteria may have significantly reduced the quantity of eligible participants, and the sample chosen may not be fully …show more content…
The primary outcome measures included severity of ASD symptoms communication skills and cognitive ability (IQ). An ABA intervention was implemented, as well as focusing on including social and communication development in the current curriculum. Cognitive ability was measured using the Mullen Scales of Early Learning (MSEL) and communication was measured using the Vineland Adaptive Behaviour Scales 2nd Edition. Upon completion of the intervention, the children demonstrated significant advances in Vineland Communication domain standard scores and IQ scores on the MSEL. However, after the intervention finished ASD severity increased in some children, which indicates the need for a longer intervention in order to maintain improvements in development and target the core ASD symptoms. A longer intervention may lead to sustained results and a better long-term outcome. A limitation of Landa and Kalb’s study was that there was no comparison group, which makes it difficult to compare the results of the intervention with a control condition. Overall, the findings from Landa and Kalb’s study support that short-term early interventions for toddlers with ASD can promote positive long-term