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Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement Paperback – December 9, 2009

ISBN-13: 978-1606236314 ISBN-10: 1606236318 Edition: 1st

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Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement + An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn + Early Start Denver Model Curriculum Checklist for Young Children with Autism
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Product Details

  • Paperback: 297 pages
  • Publisher: The Guilford Press; 1 edition (December 9, 2009)
  • Language: English
  • ISBN-10: 1606236318
  • ISBN-13: 978-1606236314
  • Product Dimensions: 9.8 x 6.8 x 0.9 inches
  • Shipping Weight: 1.2 pounds (View shipping rates and policies)
  • Average Customer Review: 3.9 out of 5 stars  See all reviews (13 customer reviews)
  • Amazon Best Sellers Rank: #112,449 in Books (See Top 100 in Books)

Editorial Reviews

Review

"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, PhD, ABPP, Director, University of Michigan Autism and Communication Disorders Center 

"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, PhD, Division of Neurodevelopmental and Behavioral Pediatrics, University of Rochester Medical Center 

"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 Early Start Denver Model 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. The 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, PhD, Director, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill



"Among the crowd of treatments, interventions, and purported cures that proliferate around autism spectrum disorders, the Denver Model has long stood as a beacon of empirical rigor and developmental sensitivity....Sally Rogers and Geri Dawson, two of the most experienced and accomplished psychologists working in autism today, have laid out the details of a modification of their program designed for toddlers and very young children....By conducting a carefully designed study before publishing their program, they have established an empirical basis for it that provides a high level of added value. Parents and educators who use the program have not just its authors' endorsement, but a scientific basis for validity. The book is written in an engaging and accessible way. One of its best features is its excellent first chapter, which explains in lay terms what is known about brain development and ASD....This book adds greatly to the growing literature on evidence-based naturalistic behavioral treatments for children with ASD. Its attention to the needs of children under three, now frequently diagnosed with the syndrome, as well as its comprehensive scope and reader-friendly style should guarantee it a well-deserved place on the bookshelves of all who are engaged in the difficult task of optimizing the developmental trajectory of young children with this syndrome."--Journal of Autism and Developmental Disorders
(Journal of Autism and Developmental Disorders 2009-12-11)

"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."--Child and Adolescent Mental Health Journal
(Child and Adolescent Mental Health Journal 2009-12-11)

About the Author

Sally J. Rogers, PhD, is Professor of Psychiatry at the MIND Institute, University of California, Davis. A developmental psychologist, she is involved at the international level in major clinical and research activities on autism, including one of the 10 Autism Centers of Excellence network projects funded by the National Institutes of Health/ National Institute of Child Health and Human Development, involving a multisite, randomized, controlled trial of an infant–toddler treatment for autism. She is also the director of an interdisciplinary postdoctoral training grant for autism researchers. Dr. Rogers is on the executive board of the International Society for Autism Research, is an editor of the journal Autism Research, and is a member of the DSM-V workgroup on autism, pervasive developmental disorder, and other developmental disorders. She has spent her entire career studying cognitive and social-communicative development and intervention in young children with disabilities and has published widely on clinical and developmental aspects of autism, with a particular interest in imitation problems. As a clinician, she provides evaluation, treatment, and consultation to children and adults with autism and their families.

Geraldine Dawson, PhD, is Professor of Psychiatry and Behavioral Sciences in the School of Medicine at Duke University and founding Director of the Duke Center for Autism Diagnosis and Treatment. A clinical psychologist and award-winning researcher, Dr. Dawson has published more than 200 articles and chapters and 9 books on early detection and treatment of autism and brain development. With Sally J. Rogers, she developed the Early Start Denver Model, the first empirically validated comprehensive intervention for toddlers with autism. She served as the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. Before joining the Duke faculty, Dr. Dawson served as Research Professor of Psychiatry at the University of North Carolina, Chapel Hill, and, prior to that, as Professor of Psychology at the University of Washington and Founding Director of the University of Washington Autism Center. A Fellow of the American Psychological Society and the American Psychological Association, Dr. Dawson is a recipient of the Lifetime Achievement Award from the Association for Psychological Science and awards for Valuable Service and Research Contributions from the Autism Society of America. Her books include the coauthored Early Start Denver Model for Young Children with Autism, An Early Start for Your Child with Autism and A Parent's Guide to Asperger Syndrome and High-Functioning Autism.



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Customer Reviews

3.9 out of 5 stars
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Most Helpful Customer Reviews

11 of 11 people found the following review helpful By A. Stahmer on March 7, 2011
Format: Paperback
This is an excellent intervention model that combines the best of developmental and naturalistic behavioral models for children with autism. The books is very well written and provides clear descriptions of the intervention components and methodologies. The flow charts to assist practiioners with understanding how to individualize the program for children who may need more support are especially helpful. The authors provide a theoretical framework and informamtion regarding reserach into the model and then the following chapters offer specific steps involved in conducting an appropriate assessment, developing clear, measurable goals and implementing the intervention to meet those goals. Specific instructions for targettng core features of autism in very young children, like imiation and joint attention, are outlined in detail. Practioners can use this manual to develop a program that meets children's IFSP needs/goals and to measure progress along the way. I highly recommend this resource.
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56 of 75 people found the following review helpful By Wowhead on January 3, 2010
Format: Paperback
I currently have my child enrolled in RDI, have taken the More Than Words program, and employed Floortime techniques to interact with my ASD child. So I was really hoping that this book would provide me with more ideas on play based or relationship based therapies. I was really disappointed that this book was more of a theoretical view of autism and how they conducted their study. In fact, the book states that the kids in the study had to meet a certain set of skills before their techniques could be employed. You really can't use their techniques on every child in the autism spectrum (their website states it is targeted for ages 14mos - 3 yrs). Their study even includes a child who can already imitate at 18 months. Are their techniques more for higher functioning ASD children? It kind of makes me wonder.

Now about their techniques, it's just about alternating sessions of ABA and play/social based interactions with the parents (sounds like Floortime or Son Rise to me). They advocate 20 hours of clinical therapy and 5 hours of parent therapy a week. They admit that parents have to be trained by their clinicians, so it's difficult to even use their techniques based upon what's written in the book. This a book for professionals and those who are enrolled in the ESDM program and not the everyday parent.

If you want to communicate and interact with your ASD child, then stick to books like More Than Words: Helping Parents Promote Communication and Social Skills in Children with Autism Spectrum Disorder and
...Read more ›
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2 of 3 people found the following review helpful By Mani on November 4, 2012
Format: Paperback
After reading this book, I was hoping that I would get some tips into interacting with my grandson. I wanted that a book that showed me how to increase my interaction with him. This book was too academic for me. It talked a lot about the program and their tests. I was disappointed when the book mentioned that I needed a ESDM facilitator to teach me the ABA portions. I really wanted something simple to follow.
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Format: Paperback
Generally I use the VB-MAPP, and it's been fantastic, but I have found some domains of the assessment more difficult to use as a curriculum guide, specifically social skills. This assessment. Which is also criterion-based, breaks down how to teach joint attention skills and early social skills like responding to gestures. I read it over the weekend and got so excited to update my programs with all the fun material. One thing I thought was odd-- it's criterion referenced to children with autism, not neurotypical development, so if you are attempting to approximate typical development, you'll need to cross reference it somehow.

Also, it seemed to have a bit of an identity crisis. Parents reviewing it said it is too technical, but I needed it to be more technical and have more research behind it. It makes assertions that aren't supported by the body of evidence, which is really frustrating. However, it is still very useful as supplement to lesson planning for behavioral interventions.
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Format: Paperback Verified Purchase
This book does an excellent job of explaining the Denver Model ....
and
the Denver Model makes total sense to me. I have stopped doing the things I have learned from other approaches that do little to nothing to help my little students. I now have strategies that are making a difference for them!
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I had to read this book before attending the Early Start Denver Model Intro Training. The book is a great resource and provides a lot of background information.
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A must have for any professional teacher/ SLP/ OT/ PT who works with children who are suspected or diagnosed with autism.
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