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Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism

:	Giacomo Vivanti, Ed Duncan, Geraldine Dawson, Sally J. Rogers
:	Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism
:	Springer-Verlag
:	9783319496917
:	1
:	CHF 80.70
:

:	Angewandte Psychologie
:	English

:	147
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

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.

< iv>Featured topics include:

Cr ating treatment objectives in the G-ESDM.
Setting up the G-ESDM team and learning environment.
De elopment of the G-ESDM classroom curriculum.
Pra tical tools such as decision-making trees, teaching templates, and fidelity systems.
Facili ating learning through peer interactions and social participation.

Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism is a must-have resource for clinicians and practitioners as well as researchers, professors, and graduate students in the fields of child and school psychology, behavioral therapy, and social work along with psychiatry, pediatrics, and educational and healthcare policy.

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	Foreword	5
	Acknowledgments	7
	Contents	8
	Authors and Contributors	13
	1 Early Learning in Autism	15
	Early Development and Learning	15
	Learning from Peers	17
	Brain and Cognitive Foundations of Early Learning	18
	Summary of Early Learning in Typical Development	20
	Learning in Autism Spectrum Disorder	20
	What Causes Autism?	21
	How Does Autism Disrupt Learning?	22
	Autism and Learning: What Is the Role for Education?	24
	Conclusions	24
	References	25
	2 The Group-Based Early Start Denver Model: Origins, Principles, and Strategies	27
	Why Treat Autism?	28
	Why Early and Intensive Treatment?	29
	Why the Early Start Denver Model?	30
	Principles of the ESDM	30
	Developmental Sequences	31
	Joint Activity Routines	32
	Use of Child-Preferred Activities for Meaning, Motivation, and Reward	33
	Embedded Learning Within Joint Activity Routines	35
	From ESDM to G-ESDM	37
	Potential Concerns About Group Interventions for Autism	38
	Individualization Is not Incompatible with Group Implementation	39
	The Group Delivery of the ESDM Is not a Diluted Version of the 1:1 Delivery	39
	Receiving Therapy in a Group Setting Is not Incompatible with Mainstream Inclusion	40
	Children with Autism Do not Copy Each Other’s Maladaptive Behaviors in Group Settings	40
	Delivering Therapy in a Group Setting Does not Mean that the Caregivers Are not Involved	41
	Conclusions	41
	References	42
	3 Creating Treatment Objectives in the G-ESDM	45
	Individual Learning Objectives in G-ESDM	45
	Constructing Learning Objectives	47
	Identifying the Criterion that Defines Mastery of the Objective and Steps	49
	Environmental Considerations—Not All Settings Provide the Same Opportunities to Target Individual Goals	51
	What Gets Measured Get Improved: Collecting Data in the G-ESDM	52
	When to Take Data	52
	How to Take Data	53
	Data at the End of the Day	53
	Data Tracking in G-ESDM—Some Practical Considerations	54
	Conclusions	55
	References	56
	4 Setting up the G-ESDM Team and Learning Environment	57
	Designing the G-ESDM Team	57
	Transdisciplinary Team Approach	58
	Transdisciplinary Practice in Action—Going Beyond the ‘Specialist Role’	59
	Designing the G-ESDM Classroom	60
	Organizing Physical Spaces Around Clear Purposes and Motivation	62
	Decreasing the Competition for Attention	63
	The Different Learning Areas in the G-ESDM Playroom	63
	Play-Activity Centers	64
	Small Circle and Large Group Areas	66
	Other Areas	68
	Transitions Between Areas	69
	Questions that Can Help Arranging the Physical Space	70
	Conclusions	70
	References	71
	5 Development of the G-ESDM Classroom Curriculum	72
	Curricular Activities in the G-ESDM—Incorporating Individual Child Objectives Within Group Routines	72
	Embedding Direct Teaching for Children with Autism Within Daily Routines	74
	How to Make This Happen: Team Cooperation and Daily ‘Symphony’	77
	Supporting Transitions	78
	Roles and Responsibilities in the G-ESDM	79
	Lead	79
	Invisible Support	79
	Float	80
	Is the Intervention Being Delivered as Planned? Fidelity Measures Within the G-ESDM	80
	G-ESDM Classroom Implementation Fidelity Tool	81
	G-ESDM Small Group Activity Fidelity Tool	81
	G-ESDM Management and Team Approach Fidelity Tool	82
	Conclusions	82
	References	83
	6 G-ESDM Treatment Strategies	84
	The Context for Intervention	84
	Intervention Strategies Used in the G-ESDM	85
	Management of Children’s Attention	85
	Quality of Behavioral Teaching	86
	Instructional Techniques Application	87
	Managing Children’s Affect and Arousal	89
	Management of Challenging Behavior	90
	Peer Interaction	91
	Children’s Motivation Optimized	91
	Adult Use of Positive Affect	93