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Chapter 1 Current Understanding of Infant Learning and Autism 1
How Infants Learn 2
How Brain Development Supports the Acquisition of Social-Communicative Skills 4
How Autism Likely Affects Brain Development and Learning 8
Brain Changes in Early Childhood and Beyond 12
The Role of Early Intervention in Shaping Early Brain Development and Outcome in Autism 13
Chapter 2 An Overview of the Early Start Denver Model 14
Foundations of the ESDM 14
The ESDM Curriculum 17
ESDM Teaching Procedures 19
Evidence of Effectiveness 29
Similarities and Differences between the ESDM and Other Intervention Models for Toddlers with ASD 33
Conclusion 34
Chapter 3 Using the Early Start Denver Model 35
Delivery Settings 35
Delivery to Whom? 36
Delivery by Whom? 36
ESDM Procedures 37
Using the Generalist Model to Deliver Intervention 39
The Interdisciplinary Treatment Team 40
Partnering with Families 50
Transitioning Out of the ESDM Intervention 55
Conclusion 57
Chapter 4 Developing Short-Term Learning Objectives 58
Assessment Using the ESDM Curriculum Checklist 58
Constructing the Learning Objectives 68
Balancing objectives across Domains 68
How Many Objectives? 68
Selecting Skill Content 69
Elements of the Objective 70
Writing Functional Objectives 75
Isaac's 12-Week Learning Objectives 76
Conclusion 79
Chapter 5 Formulating Daily Teaching Targets and Tracking Progress 80
Mapping Out Learning Steps for Each Objective 80
Tracking Progress 87
Summary 94
Appendix 5.1. Learning Objectives and Learning Steps for Isaac 95
Chapter 6 Developing Plans and Frames for Teaching 101
Becoming a Play Partner 102
Joint Activity Routines: Framesfor Teaching 108
Managing Unwanted Behaviors 120
Organizing and Planning the Session 123
When Children Aren't Progressing: A Decision Tree 130
Conclusion 134
Chapter 7 Developing Imitation and Play 136
Teaching Imitation 136
Teaching Play Skills 146
Conclusion 153
Chapter 8 Developing Nonverbal Communication 154
Coordinating Attention Underlies Communication 155
Developing Use and Understanding of Natural Gestures 156
Teaching Conventional Gesture Use 160
Conclusion 166
Chapter 9 Developing Verbal Communication 168
Stimulating Development of Speech Production 169
Receptive Language 179
Conclusion 182
Chapter 10 Using the Early Start Denver Model in Group Settings 184
Considering Characteristics of Autism in Classroom Organization 185
Physical Organization 186
Planning the Daily Schedule and Routines 189
Choreography of the Classroom 192
Staff Planning and Communication 192
Small- and Large- Group Instruction 194
Classroom Behavior Management 197
Transitions and Individual Schedule Systems 198
Curriculum for Peer Relations and Self-Care 202
Kindergarten Transition 206
Conclusion 207
Appendix A Early Start Denver Model Curriculum Checklist and Item Descriptions 209
Introduction 209
Administration 210
Scoring 211
Translating Items into Teaching Objectives 211
Materials Needed 212
Early Start Denver Model Curriculum Checklist for Young Children with Autism 213
Early Start Denver Model Curriculum Checklist: Item Descriptions 230
Appendix B Early Start Denver Model Teaching Fidelity Rating System: Administration and Coding 259
Procedure for Coding Fidelity of Treatment Implementation 259
Early Start Denver Model 261
Early Start Denver Model Fidelity CodingSheet 271
References 273
Index 287
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Diana L Bodine
reviewed Early Start Denver Model for Young Children with Autism on August 05, 2017
Early Start Denver Model for Young Children with Autism
I read this book while on the waiting list to take my developmentally disabled baby to Glenn Doman's Institutes for the Achievement of Human Potential. A chiropractor had previously told us to read his Teach Your Baby to Read, which prompted me to contact the Institutes and then apply.
We were on the Institutes' Intensive Program for four years, from 1986 to 1990, during which time my immobile son became a walker and made other impressive gains, and I later wrote about the experience in a memoir (published in 2011).
For someone who has the driving motivation to find answers for a beloved child's poorly understood problems, Doman's book offers perhaps the first glimmer of hope. His account tells how he and the other founders of the Institutes arrived at their philosophy, and while some of what he says was out of date even when I read it, it all sounds very common-sensical. Given the sad fact that generally no other resources are offering anything approaching hope, the appeal of this sort of thing is undeniable.
My view of the Institutes itself is more complicated than my view of this book (for details, please listen to an interview I gave here), but the book deserves its enduring place in the literature.
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Add Early Start Denver Model for Young Children with Autism, From Leading Authorities, this State-of-the-Art Manual Presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. Supported by the principles of d, Early Start Denver Model for Young Children with Autism to the inventory that you are selling on WonderClubX
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Add Early Start Denver Model for Young Children with Autism, From Leading Authorities, this State-of-the-Art Manual Presents the Early Start Denver Model (ESDM), the first comprehensive, empirically tested intervention specifically designed for toddlers and preschoolers with autism. Supported by the principles of d, Early Start Denver Model for Young Children with Autism to your collection on WonderClub |