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