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Early Start Denver Model for Young Children with Autism Promoting Language, Learning, and Engagement

ISBN-10: 1606236318
ISBN-13: 9781606236314
Edition: 2010
List price: $36.99 Buy it from $25.53 Rent it from $26.43
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Book details

List price: $36.99
Copyright year: 2010
Publisher: Taylor & Francis Group
Publication date: 2/18/2010
Binding: Paperback
Pages: 297
Size: 7.00" wide x 9.75" long x 1.00" tall
Weight: 1.232
Language: English

Geraldine Dawson, Ph.D., Professor of Psychology at the University of Washington in Seattle, is editor of Autism: Nature, Diagnosis, and Treatment. Internationally recognized for her scientific research on autism and developmental psychopathology, particularly the effects of early experience on development, she earned her doctorate in developmental and child clinical psychology at the University of Washington, and received postdoctoral training at the UCLA Neuropsychiatric Institute.

Current Understanding of Infant Learning and Autism
How Infants Learn
How Brain Development Supports the Acquisition of Social-Communicative Skills
How Autism Likely Affects Brain Development and Learning
Brain Changes in Early Childhood and Beyond
The Role of Early Intervention in Shaping Early Brain Development and Outcome in Autism
An Overview of the Early Start Denver Model
Foundations of the ESDM
The ESDM Curriculum
ESDM Teaching Procedures
Evidence of Effectiveness
Similarities and Differences between the ESDM and Other Intervention Models for Toddlers with ASD
Using the Early Start Denver Model
Delivery Settings
Delivery to Whom?
Delivery by Whom?
ESDM Procedures
Using the Generalist Model to Deliver Intervention
The Interdisciplinary Treatment Team
Partnering with Families
Transitioning Out of the ESDM Intervention
Developing Short-Term Learning Objectives
Assessment Using the ESDM Curriculum Checklist
Constructing the Learning Objectives
Balancing objectives across Domains
How Many Objectives?
Selecting Skill Content
Elements of the Objective
Writing Functional Objectives
Isaac's 12-Week Learning Objectives
Formulating Daily Teaching Targets and Tracking Progress
Mapping Out Learning Steps for Each Objective
Tracking Progress
Appendix 5.1. Learning Objectives and Learning Steps for Isaac
Developing Plans and Frames for Teaching
Becoming a Play Partner
Joint Activity Routines: Frames for Teaching
Managing Unwanted Behaviors
Organizing and Planning the Session
When Children Aren't Progressing: A Decision Tree
Developing Imitation and Play
Teaching Imitation
Teaching Play Skills
Developing Nonverbal Communication
Coordinating Attention Underlies Communication
Developing Use and Understanding of Natural Gestures
Teaching Conventional Gesture Use
Developing Verbal Communication
Stimulating Development of Speech Production
Receptive Language
Using the Early Start Denver Model in Group Settings
Considering Characteristics of Autism in Classroom Organization
Physical Organization
Planning the Daily Schedule and Routines
Choreography of the Classroom
Staff Planning and Communication
Small- and Large- Group Instruction
Classroom Behavior Management
Transitions and Individual Schedule Systems
Curriculum for Peer Relations and Self-Care
Kindergarten Transition
Early Start Denver Model Curriculum Checklist and Item Descriptions
Translating Items into Teaching Objectives
Materials Needed
Early Start Denver Model Curriculum Checklist for Young Children with Autism
Early Start Denver Model Curriculum Checklist: Item Descriptions
Early Start Denver Model Teaching Fidelity Rating System: Administration and Coding
Procedure for Coding Fidelity of Treatment Implementation
Early Start Denver Model
Early Start Denver Model Fidelity CodingSheet

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