Article
Psychology, Multidisciplinary
Laurie A. Vismara, Lucy Nyugen, Carolyn E. B. McCormick
Summary: Parent-mediated approaches for young children with or with a higher likelihood of autism have shown to be effective, but there is a gap between research and practice and community effectiveness still needs to be established. In this study, 10 parent-child dyads received a workshop and follow-up sessions of ESDM parent coaching, and the intervention was implemented in two phases. Results showed improvement in parents' fidelity of intervention implementation and children's social communication. The study concludes that community delivery of evidence-based parent-mediated interventions for toddlers with autism is feasible and promising.
FRONTIERS IN PSYCHOLOGY
(2023)
Article
Psychology, Developmental
Benjamin Aaronson, Annette Estes, Sally J. Rogers, Geraldine Dawson, Raphael Bernier
Summary: The study found that children who received ESDM intervention for two years showed significantly greater mu rhythm attenuation when observing a parent or caregiver performing a grasping action compared to observing an unfamiliar individual performing the same action. This suggests that ESDM may have a unique impact on neural circuitry related to social cognition and familiarity.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2022)
Article
Pediatrics
Rong-An Jhuo, Szu-Yin Chu
Summary: This review aims to evaluate the effectiveness of parent-implemented Early Start Denver Model (P-ESDM) through selected research published between 2012 and 2022 in English-language peer-reviewed journals. Thirteen studies using quantitative methods were analyzed, and positive child-parent-related outcomes were found. However, only half of the studies achieved the benchmark for acceptable fidelity. Implications for future research and practice are discussed.
Article
Behavioral Sciences
Yanyan Yang, Hongan Wang, Haiping Xu, Meiling Yao, Dongchuan Yu
Summary: The study compared the effectiveness of mixed early start Denver model (M-ESDM) intervention and mixed discrete trial teaching (M-DTT) intervention in young children with autism spectrum disorder (ASD). The results showed that M-ESDM was more effective than M-DTT in improving gross motor and personal-social skills in toddlers and preschoolers, and language skills in preschoolers and toddlers with mild/moderate ASD. However, M-ESDM did not show advantage in improving adaptability and fine motor skills, as well as reducing the severity of autistic symptoms in toddlers with mild/moderate ASD and preschoolers, compared to M-DTT.
Article
Psychology, Developmental
Chung-Hsin Chiang, Tzu-Ling Lin, Hsiang-Yuan Lin, Suk Yin Ho, Ching-Ching Wong, Hsin-Chi Wu
Summary: This study evaluated the effectiveness of an adapted Early Start Denver Model program in regional general hospitals in Taiwan. The results showed that the Early Start Denver Model group had greater improvements in overall development and nonverbal development compared to the control group. However, these differences did not sustain at the 6-month follow-up.
Article
Pediatrics
Shi-Huan Wang, Hai-Tao Zhang, Yuan-Yuan Zou, San-Mei Cheng, Xiao-Bing Zou, Kai-Yun Chen
Summary: This study showed that ESDM intervention can effectively improve speech and communication skills in toddlers with ASD, while also promoting cognitive and social abilities and reducing stereotyped behavior. The efficacy of ESDM may be influenced by family factors and the severity of stereotyped behavior.
WORLD JOURNAL OF PEDIATRICS
(2023)
Article
Psychology, Developmental
Ashley Zitter, Hezekiah Rinn, Zofia Szapuova, Vanessa M. Avila-Pons, Kirsty L. Coulter, Aubyn C. Stahmer, Diana L. Robins, Giacomo Vivanti
Summary: This study used videotaped sessions of children with autism spectrum disorder receiving the Early Start Denver Model (ESDM) to investigate the impact of therapist fidelity on children's learning response. The results showed that variations in fidelity level and specific items in the fidelity checklist of the ESDM influenced children's learning during the intervention.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Psychiatry
Michel Godel, Francois Robain, Nada Kojovic, Martina Franchini, Hilary Wood de Wilde, Marie Schaer
Summary: Evidence-based early intervention significantly improves developmental outcomes in young children with autism, but there is high interindividual heterogeneity in developmental trajectories. This study analyzed developmental trajectories of preschoolers with autism who received 2 years of intervention to identify early predictors of response to intervention. The results showed that higher adaptive functioning at baseline and rapid developmental improvement during the initial 6 months of intervention were associated with an optimal 2-year intervention outcome.
FRONTIERS IN PSYCHIATRY
(2022)
Article
Psychology, Developmental
Catherine Bent, Susan Glencross, Karen McKinnon, Kristelle Hudry, Cheryl Dissanayake, Giacomo Vivanti
Summary: Many autistic preschool-aged children received one of two community early intervention approaches and made significant gains in Developmental Quotient (DQ) scores and adaptive behaviour composite scores over one-year follow-up period. Higher attention to a playful adult was indicative of better outcomes for all children, while sustained attention predicted better outcomes for those receiving G-ESDM. Fine-grained measures of learning skills can help tailor intervention approaches to meet individual children's needs.
JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS
(2023)
Article
Psychology, Developmental
Dominik Laister, Magdalena Stammler, Giacomo Vivanti, Daniel Holzinger
Summary: In children with autism spectrum disorder, atypical gesture use is a core deficit that affects social learning, interaction, and language development. This study found that the parent-rated Gestural Approach Behavior could predict developmental changes after 1 year of early intervention, suggesting that children who use more gestures for social communication may be better suited to respond to learning opportunities provided by intervention programs.
Article
Pediatrics
Lili Wang, Junyan Feng, Yu Zhang, Tiantian Wang
Summary: The study showed that Early Denver Model intervention is effective in treating children with autism spectrum disorder (ASD), with the liver qi stagnation group showing the most significant effects.
FRONTIERS IN PEDIATRICS
(2022)
Article
Neurosciences
Raffaella Devescovi, Vissia Colonna, Andrea Dissegna, Giulia Bresciani, Marco Carrozzi, Costanza Colombi
Summary: The study aimed to evaluate the effectiveness of ESDM implemented with low intensity within the Italian community setting for young children with autism spectrum disorder. Results showed that the ESDM group made greater improvements in communication, social skills, and maladaptive behaviors compared to the control group.
Article
Education, Special
Jessica Tupou, Hannah Waddington, Larah van der Meer, Jeff Sigafoos
Summary: The Early Start Denver Model is a promising intervention for young children with autism spectrum disorder. This study showed that a low-intensity version of the intervention was effective in real-world preschool environments.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Article
Education, Special
Zhi Wang, Sau Cheong Loh, Jing Tian, Qian Jiang Chen
Summary: The Early Start Denver Model (ESDM) intervention has a significant impact on children with autism spectrum disorder (ASD), particularly in improving cognition, autism symptoms, and language. However, there was no significant effect observed in the social communication domain, and the effect sizes of autism symptoms and language were larger in Asian countries than in Western countries.
INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES
(2022)
Review
Neurosciences
Lisa Asta, Antonio M. Persico
Summary: This systematic review aimed to identify predictors of response to two different approaches in behavioral treatment for Autism Spectrum Disorder (ASD). The study found that higher IQ at intake predicted positive response to Early Intensive Behavioral Interventions (EIBI), while a set of social cognitive skills, including intention to communicate, receptive and expressive language, and attention to faces, most consistently predicted response to the Early Start Denver Model (ESDM).
