An Evaluation of the Research Evidence on the Early Start Denver Model

The Early Start Denver Model (ESDM) has been gaining popularity as a comprehensive treatment model for children ages 12 to 60 months with autism spectrum disorders (ASD). This article evaluates the research on the ESDM through an analysis of study design and purpose; child participants; setting, int...

Full description

Saved in:
Bibliographic Details
Published in:Journal of early intervention 2017-12, Vol.39 (4), p.321-338
Main Authors: Baril, Erika M., Humphreys, Betsy P.
Format: Article
Language:English
Subjects:
Applied Behavior Analysis
Autism
Autism Spectrum Disorders
Behavior Modification
Behavior Patterns
Behavioral Objectives
Cognition & reasoning
Communication
Curricula
Early Intervention
Evidence Based Practice
Literature Reviews
Participant Characteristics
Pervasive Developmental Disorders
Preschool Children
Research Design
Research Methodology
Research Reports
Researchers
Skills
Special education
Systematic review
Therapists
Thinking Skills
Young Children
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The Early Start Denver Model (ESDM) has been gaining popularity as a comprehensive treatment model for children ages 12 to 60 months with autism spectrum disorders (ASD). This article evaluates the research on the ESDM through an analysis of study design and purpose; child participants; setting, intervention agents, and context; density and duration; and overall research rigor to assist professionals with knowledge translation and decisions around adoption of the practices. Ten research studies are included in this systematic review. Findings indicate variability in methodologies, participant and intervention characteristics, and research rigor. The ESDM shows promise as an evidence-based practice for young children with ASD and there is preliminary evidence to support implementation of the ESDM. Children are progressing with ESDM intervention and fidelity of implementation has been achieved in community-based settings. The extent to which child improvements are due to the ESDM intervention alone is not fully known. Additional studies are needed including replication by independent researchers to determine “active ingredients,” level of effectiveness, and whether the ESDM is better than other treatment options. This review highlights research opportunities to expand professionals’ knowledge of the ESDM’s effectiveness. Clinical decisions around adoption and feasibility of implementation in communities will be enhanced with greater knowledge and understanding.
ISSN:1053-8151
2154-3992
DOI:10.1177/1053815117722618