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What if the Child Does not Make Progress?

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

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Abstract

In this chapter, we provide guidelines on how to readjust the program when children do not show the expected progresses in one or more developmental areas. This involves the use of decision-making trees specifically designed for addressing the areas where gains are slow and procedures to involve specialists from different disciplines to overcome difficulties in specific developmental areas.

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Notes

  1. 1.

    If, after making appropriate changes to the intervention program, a child is not making progress in several domains and appears sleepy, distressed, or inattentive or if a child who was previously making good progress suddenly stops doing so across several domains, then a medical consultation should be organized to determine whether sleep, eating, or other medical issues could be interfering with progress.

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Author information

Authors and Affiliations

  1. AJ Drexel Autism Institute, Drexel University, Philadelphia, Pennsylvania, USA

    Giacomo Vivanti

  2. Autism Specific Early Learning and Care Center, La Trobe University, Melbourne, Victoria, Australia

    Ed Duncan & Jess Feary

  3. Medical Center, Duke University Medical Center, Durham, North Carolina, USA

    Geraldine Dawson

  4. The MIND Institute, University of California Davis Medical Center, Sacramento, California, USA

    Sally J. Rogers

Authors
  1. Ed Duncan
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  2. Giacomo Vivanti
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  3. Jess Feary
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  4. Geraldine Dawson
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  5. Sally J. Rogers
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Corresponding author

Correspondence to Ed Duncan .

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Duncan, E., Vivanti, G., Feary, J., Dawson, G., Rogers, S.J. (2017). What if the Child Does not Make Progress?. In: Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism. Springer, Cham. https://doi.org/10.1007/978-3-319-49691-7_8

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