Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism
Springer, Dec 16, 2016 - Psychology - 147 pages
This book examines a group-based adaptation of the Early Start Denver Model (ESDM) designed for use with preschoolers with autism spectrum disorder (ASD). It describes the principles and procedures of the Group-Based Early Start Denver Model (G-ESDM) and provides practical and empirical guidelines for implementing effective, affordable programs across public healthcare and educational settings. Chapters offer rationales and strategies for designing and evaluating interventions, building interdisciplinary teams, and organizing learning spaces to engage student interest. Examples discuss the social interactions in groups that provide opportunities for learning, improving interpersonal skills, and reducing problem behaviors. In addition, the book offers ideas for retooling teaching strategies when an individual child lags behind the rest of the group.
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Origins Principles and Strategies
3 Creating Treatment Objectives in the GESDM
4 Setting up the GESDM Team and Learning Environment
5 Development of the GESDM Classroom Curriculum
6 GESDM Treatment Strategies
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actions Additionally adult applied behavior analysis appropriate areas Autism and Developmental Autism Research autism spectrum disorders brain caregivers Carly Chap child’s children with autism cognitive context decision tree Denver Model Developmental Disorders domains early intervention Early Start Denver emotional engagement ensure ESDM Curriculum Checklist evidence-based example facilitate fidelity tool goals group setting Group-Based Early Harvey imitation inclusive settings invisible support involves joint activity routines joint attention Journal of Autism La Trobe University language learning environment learning objectives learning opportunities materials meaningful and rewarding motivation naturalistic needs nonverbal communication optimal organized participation peer interactions pervasive developmental disorders play activities Play-Doh playroom Preschoolers with Autism procedures progress prompting reinforcers response Rogers & Dawson role shared small group activity social interactions social learning specific spontaneous staff target behavior teacher teaching strategies team leader team members therapist therapy toys transition treatment typically developing children verbal young children