|Implementing the Early Start Denver Model in an Early Childhood Program for Children With Autism|
|Monday, May 28, 2012|
|2:00 PM–3:20 PM |
|Area: AUT/EDC; Domain: Service Delivery|
|Chair: Carrie A. Scott (Firefly Autism House)|
|Discussant: Diane E. Osaki (The Aspen Center for Autism)|
|CE Instructor: Theresa L. MacFarland, M.Ed.|
The Early Start Denver Model (ESDM) is an evidence-based intervention for working with young children with Autism. It is a behavioral and developmental approach that aims to reduce the severity of ASD symptoms while simultaneously accelerating rates of skill acquisition in all domains of development. The model promotes such efficient learning through play based teaching, capturing attention & motivation, creating a framework through joint-action routines, and planning for generalization. As a result of the recent publication of the curriculum and training certification being offered, professionals and centers across the United States are beginning to attempt to implement the strategies within this approach in 1:1 and center-based settings. This symposium focuses on: (1) Providing an overview of the developmental and behavioral framework for the Early Start Denver Model, (2) Analysis of creating context for teaching through joint-action routines, and (3) A discussion of how a non-profit center, Firefly Autism House, is implementing the ESDM model in a group setting.
|Keyword(s): Autism, Curriculum implementation, Denver Model, Early Intervention|
Foundations of the Early Start Denver Model
|LAURIE A. VISMARA (University of California, Santa Barbara), Diane E. Osaki (The Aspen Center for Autism)|
The Early Start Denver Model (ESDM) is an evidence-based intervention for working with young children with Autism. The model is intensive and comprehensive in its scope addressing all domains of development. It is an approach that is supported by applied behavioral analytic principles as well as developmental psychology and teaches within a play-based, social communicative context. The strategies within the Early Start Denver Model aim to reduce the severity of ASD symptoms while simultaneously accelerating rates of skill acquisition in all domains of development. This type of efficient learning is accomplished through strategies such as embedded teaching, capturing attention & motivation, creating a framework through joint-action routines, social relationships and adult sensitivity, data collection, and planning for generalization. Recent research demonstrates that the Early Start Denver Model is a promising curriculum for young children with Autism in that it shows gains on standard assessments, adaptive functioning, and improved diagnostic status.
Developing Frames for Teaching Through Joint Action Routines (JARS)
|THERESA L. MACFARLAND (Firefly Autism House), Sally McCance (Firefly Autism House)|
The Early Start Denver Model uses a variety of strategies to embed teaching into every activity. One organizing principle is to create frames for teaching through the use of Joint Activity Routines. Within joint action routines an adult is a response play partner that capitalizes on child motivation, interest, and attention. This responsivity allows the adult to imitate, elaborate the play, arrange the environment to promote learning, and begin to take turns with the child. Increased sensitivity to child cues throughout activities encourages a more sustained, socially engaged interaction where efficient and effective learning can occur. Developing these play activities into joint action routines encourages engagement by two active participants, child and adult, working and playing together within cooperative activities. Such active learning creates meaningful contexts for learning through social relationships and typically developing routines. This presentation will discuss the steps to becoming an attentive play partner as well as ideas on how to create joint action routines to create a framework for teaching children with a variety of functioning levels.
Implementing the Early Start Denver Model in a Group Setting for Young Children With autism
|ANNE ANDREWS (Firefly Autism House)|
The Early Start Denver Model involves a set of teaching procedures outlined in the curriculum that allow for learning within a variety of group settings. Implementing the ESDM within a center-based setting encourages learning within 1:1 interaction in a group environment as well as learning within small and large groups of peers and adults. When arranging individual instruction inside a group setting with the ESDM curriculum, thoughtful planning will create a learning environment that contain materials for children with varied skill sets, individualized supports available for each child, as well as planning a group schedule that address individual as well as group needs. When running small or large group activities within an group setting, the ESDM curriculum focuses on following routines and transitions, active participation, intentional communication, purposeful play, personal independence skills, and meaningful interactions. In planning group activities, strategies to embed individual child objectives as well as maintain group participation and peer learning are discussed. The potential for students to acquire, maintain, and generalize skills through the implementation of the Early Start Denver model in a center-based setting is encouraging and worthy of further discussion into the modifications and planning necessary to implement the model with treatment integrity.