Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting

A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoole...

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Bibliographic Details
Published in:Journal of autism and developmental disorders 2014-12, Vol.44 (12), p.3140-3153
Main Authors: Vivanti, Giacomo, Paynter, Jessica, Duncan, Ed, Fothergill, Hannah, Dissanayake, Cheryl, Rogers, Sally J.
Format: Article
Language:English
Subjects:
Adjustment (to Environment)
Autism
Behavior Therapy - methods
Behavioral Objectives
Behavioral Science and Psychology
Biological and medical sciences
Child and School Psychology
Child Care - methods
Child clinical studies
Child Development
Child Development Disorders, Pervasive - diagnosis
Child Development Disorders, Pervasive - epidemiology
Child Development Disorders, Pervasive - therapy
Child, Preschool
Cognitive Development
Colorado
Community Programs
Comparative Analysis
Control Groups
Day Programs
Developmental disorders
Early childhood education
Early Intervention
Early Intervention (Education) - methods
Feasibility Studies
Female
Humans
Infantile autism
Language Acquisition
Male
Medical sciences
Neurosciences
Original Paper
Pediatrics
Pervasive Developmental Disorders
Preschool Children
Program Effectiveness
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychopathology. Psychiatry
Public Health
Receptive Language
Residence Characteristics
Social Development
Treatment Outcome
Victoria - epidemiology
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Summary:A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language.
ISSN:0162-3257
1573-3432
DOI:10.1007/s10803-014-2168-9