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Early Start Denver Model for Young Children with Autism


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Table of Contents

1. Current Understanding of Infant Learning and Autism2. An Overview of the Early Start Denver Model3. Using the Early Start Denver Model4. Developing Short-Term Learning Objectives5. Formulating Daily Teaching Targets and Tracking Progress6. Developing Plans and Frames for Teaching7. Developing Imitation and Play8. Developing Nonverbal Communication9. Developing Verbal Communication10. Using the Early Start Denver Model in Group SettingsAppendix A. Early Start Denver Model Curriculum Checklist and Item DescriptionsAppendix B. Early Start Denver Model Teaching Fidelity Rating System: Administration and Coding

About the Author

Sally J. Rogers, PhD, M.I.N.D Institute, University of California, Davis, USA, and Geraldine Dawson, PhD, Chief Science Officer, Autism Speaks, Inc., and Department of Psychiatry, University of North Carolina at Chapel Hill, USA


"The book's main function is as a manual for the ESDM project: it informs other researchers and allows for replications by other groups. As such, it 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" -- Patricia Howlin, Child and Adolescent Mental Health, Vol 16, No 2, 2011 "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, Director, University of Michigan Autism and Communication Disorders Center, USA "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, Division of Neurodevelopmental and Behavioral Pediatrics, University of Rochester Medical Center, USA "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 ESDM 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. 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, Director, Frank Porter Graham Child Development Institute, University of North Carolina at Chapel Hill, USA

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