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Early Start Denver Model for Young Children with Autism - Sally J. Rogers

Early Start Denver Model for Young Children with Autism

Paperback Published: 9th December 2009
ISBN: 9781606236314
Number Of Pages: 297
For Ages: 1 - 4 years old

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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 development in such key domains as imitation; communication; social, cognitive, and motor skills; adaptive behavior; and play.

Implementing individualized treatment plans for each child requires the use of an assessment tool, the Early Start Denver Model Curriculum Checklist for Young Children with Autism. A nonreproducible checklist is included in the manual for reference. br>
See also the authors' related parent guide, An Early Start for Your Child with Autism.

Industry Reviews

"The book's main function is as a manual for the ESDM project: it informs other researchers and allows for replications by other groups. As such, it sets an extremely high standard against which future manuals will be judged. Even for those not intending to replicate the programme in its entirety, the strategies for enhancing play, imitation and communication, and for improving parent/child interaction are potentially extremely helpful for parents and teachers, and for professionals advising them" - Patricia Howlin, Child and Adolescent Mental Health, Vol 16, No 2, 2011 "This book marks a very significant milestone in the development of appropriate interventions for young children with autism spectrum disorders. The integration of goals and teaching strategies from developmental, behavioral, and context-oriented approaches is unique. The chapters on theory will press even experienced interventionists to think about what they are attempting and why, and the detailed descriptions of activities show exactly how theory meets practice. With multisite research underway to test the encouraging results of early studies, this manual will enable interventionists to think more broadly; choose concrete, measurable, and useful goals for each child; and collaborate across disciplines within a comprehensive intervention framework." - Catherine Lord, Director, University of Michigan Autism and Communication Disorders Center, USA "A huge achievement. This book will be indispensable to clinicians, educators, and others who care for young children with autism. Two distinguished scientist-practitioners have teamed up to present an innovative, evidence-based, comprehensive intervention that integrates developmental principles with applied behavior-analytic teaching approaches. Written in a clear and engaging style with many helpful case examples, the book takes readers step by step through all aspects of the intervention - its conceptual framework, initial evaluation of the child with autism, collaboration with the child's family, curriculum design, teaching methods, and systems for monitoring progress." - Tristram Smith, Division of Neurodevelopmental and Behavioral Pediatrics, University of Rochester Medical Center, USA "Rogers and Dawson have met an important need for early intervention service providers with this stunningly comprehensive manual. The great strength of the manual is its blend of scientific and practical knowledge that focuses on producing important developmental outcomes for children. It presents an assessment process and instrument (the ESDM Curriculum Checklist) that pinpoint important developmental goals, as well as detailed information about practices and fidelity that will be of great benefit to service providers who want to implement the model. Early Start Denver Model for Young Children with Autism is one of the best examples of translating science into practice; it will serve as the standard against which future treatment manuals in the field are judged." - Samuel L. Odom, Director, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA

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 the Early Start Denver Modelp. 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.

ISBN: 9781606236314
ISBN-10: 1606236318
Audience: Professional
For Ages: 1 - 4 years old
Format: Paperback
Language: English
Number Of Pages: 297
Published: 9th December 2009
Publisher: Guilford Publications
Country of Publication: US
Dimensions (cm): 24.6 x 17.4  x 2.3
Weight (kg): 0.57

Earn 167 Qantas Points
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