Early Start Denver Model for Young Autistic Children, Second Edition

Sally J. Rogers, PhD, is Distinguished Professor Emeritus of Psychiatry at the MIND Institute, UC Davis Health, University of California, Davis. A developmental psychologist, she has been involved at the international level in major clinical and research activities on autism for many decades. She has served as president of the International Society for Autism Research (INSAR) and was a member of the DSM-5 Work Group on autism and other neurodevelopmental conditions. Dr. Rogers has spent her entire career studying cognitive and social-communicative development and intervention in young children with disabilities and has published over 300 scientific papers, books, and chapters. As a licensed psychologist, she has provided clinical care to hundreds of infants and young children and their families in Michigan, Missouri, Colorado, and California. Dr. Rogers is a Fellow of the American Psychological Association, the Association for Psychological Science, and INSAR, and has received numerous awards for her contributions to the field of developmental disabilities. She is ranked in the top 1% of Clarivate Analytics Highly Cited Researchers.Geraldine Dawson, PhD, is the William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences, Professor of Pediatrics, and Professor of Psychology and Neuroscience at Duke University, and is founding Director of the Duke Center for Autism and Brain Development. She also directs the Duke NIH Autism Center of Excellence. A child psychologist and researcher, Dr. Dawson has published more than 400 articles and chapters and 13 books on early autism detection and intervention and brain development. Her studies have been recognized as among the top 20 annual advances in autism research by the National Institutes of Health 13 times. Dr. Dawson has served as president of the International Society for Autism Research (INSAR) and was the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. She is a member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, and INSAR, and has received numerous awards for her contributions to research. She is ranked in the top 1% of Clarivate Analytics Highly Cited Researchers.

"ESDM, through its integrative approach to naturalistic, developmental–behavioral intervention, represented a paradigm shift for providers and caregivers when it first appeared. The second edition of this manual and the companion Checklist expand the focus to younger children, among other revisions. All of us who work with and care about young autistic children will gain from ESDM’s innovative methods. The manual is filled with strategies leading to learning and fun, descriptions of activities and everyday materials that make the strategies possible, and insightful reminders of what we are trying to accomplish. The Checklist is essential for planning and monitoring goals in ESDM and is also an invaluable supplement to more traditional assessments for practitioners who want to get a better sense of a child’s emerging skills and intervene accordingly.”--Catherine Lord, PhD, ABPP, George Tarjan Distinguished Professor of Psychiatry and Education, David Geffen School of Medicine, University of California, Los Angeles“Rogers and Dawson are true giants in the field of autism and state-of-the-art intervention--and this book demonstrates why. ESDM is clearly and methodically presented in a way that is readily accessible to clinicians, researchers, and educators. I am particularly impressed by the emphasis on how sound research has informed--and continues to inform--the ongoing development and improvement of ESDM. The book fosters a real understanding of the ‘why’ as well as the ‘how’ of implementation. This is so important and leads to better intervention use. Anyone involved in the study or treatment of young children with autism must have this book in their library.”--Laura Schreibman, PhD, Emeritus Distinguished Professor, Department of Psychology, University of California, San Diego“The second edition of the ESDM manual and checklist provide comprehensive, detailed information to powerfully support the growth and development of young autistic children. The manual includes important, helpful overviews of the current research base and an increased focus on neurodiversity-affirming care. It offers updated findings and recommendations related to intervention dosage, the use of alternative and augmentative communication strategies, and goal setting to enhance children’s quality of life.”--Zachary Warren, PhD, Professor of Pediatrics, Psychiatry and Behavioral Sciences, and Special Education, Vanderbilt University“ESDM is recognized as one of the leading naturalistic, developmental–behavioral interventions in the global autism community. The second edition of the core ESDM manual draws on the authors’ remarkable theoretical and clinical expertise and reflects the changing landscape of the field. The second edition’s specific focus on working with parents and families (who are ultimately the most important support and intervention partners) and the framing of ESDM in a neurodiversity-affirmative way are very powerful. It is very exciting to see how the intervention approach has been translated into so many different languages and cultural contexts. Further, these authors know how to write! Chapters are well structured and detailed, and feature excellent practical information, case examples, checklists, and stories.”--Petrus J. de Vries, MBChB, FRCPsych, PhD, Director, Centre for Autism Research in Africa, University of Cape Town, South Africa-

• Preface1. What Brain Science Tells Us about How Young Autistic Children Learn2. An Overview of the Early Start Denver Model3. Setting Up the Early Start Denver Model4. Developing Short-Term Learning Objectives5. Formulating Daily Teaching Targets and Tracking Progress6. Developing and Conducting an Early Start Denver Model Session7. Developing Intentional Communication8. Promoting Children’s Language Development9. Developing Imitation and Play10. When a Child’s Rate of Progress Is Concerning11. Partnering with Families12. Using the Early Start Denver Model in Group Settings13. Using the Early Start Denver Model in Varying CulturesAppendix. Early Start Denver Model Intervention Fidelity Coding SheetReferencesIndex