Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel The Relationship Between Optimism, Coping, and ...

volgende artikel The Relationship Between Early Neural Responses...

Tip

Swipe om te navigeren naar een ander artikel

28-03-2016 | Original Paper | Uitgave 7/2016

Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 7/2016

Auteurs:: Giacomo Vivanti, Cheryl Dissanayake, The Victorian ASELCC Team

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

The Victorian ASELCC Team in alphabetical order: Kristy Capes, Ed Duncan, Jessica Feary, Carolyne Jones, Liz Kirby, Benaaz Master, Dianna Pell, Katherine Pye, Jennifer Reynolds, Shannon Upson, Cynthia Zierhut.

Abstract

The Early Start Denver Model (ESDM) is an intervention program recommended for pre-schoolers with autism ages 12–48 months. The rationale for this recommendation is the potential for intervention to affect developmental trajectories during early sensitive periods. We investigated outcomes of 32 children aged 18–48 months and 28 children aged 48–62 months receiving the ESDM for one year (approximately 20 h per week). Younger children achieved superior verbal DQ gains compared to their older counterparts. There were no group differences with respect to non-verbal DQ and adaptive behavior (with both age-groups undergoing significant change), or ASD severity (with neither age-group showing improvements on the ADOS). The association between verbal DQ gains and age at intake was moderated by baseline verbal level.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Anderson, D. K., Liang, J. W., & Lord, C. (2014). Predicting young adult outcome among more and less cognitively able individuals with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 55, 485–494. doi: 10.1111/jcpp.12178. CrossRefPubMed

Autism Speaks (2015) Retrieved from https://www.asdspeaks.org/what-asd/treatment/early-start-denver-model-esdm

Baker-Ericzen, M. J., Stahmer, A. C., & Burns, A. (2007). Child demographics associated with outcomes in a community-based pivotal response training program. Journal of Positive Behavior Interventions, 9, 52–60. doi: 10.1177/10983007070090010601. CrossRef

Billstedt, E., Gillberg, I. C., & Gillberg, C. (2007). Asd in adults: Symptom patterns and early childhood predictors. Use of the DISCO in a community sample followed from childhood. Journal of Child Psychology and Psychiatry, 48, 1102–1110. doi: 10.1111/j.1469-7610.2007.01774.x. CrossRefPubMed

Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum.

Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20(3), 775–803. CrossRefPubMed

Dawson, G., & Bernier, R. (2007). Social brain circuitry in autism. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior and the developing brain. New York: Guilford Press.

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125(1), e17–e23. CrossRefPubMed

Eapen, V., Črnčec, R., & Walter, A. (2013). Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. BMC pediatrics, 13(1), 3. CrossRefPubMedPubMedCentral

Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral treatment at school for 4-to 7-year-old children with autism: a 1-year comparison controlled study. Behavior Modification, 26(1), 49–68. CrossRefPubMed

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2010). Using participant data to extend the evidence base for intensive behavioral intervention for children with autism. American Journal on Intellectual and Developmental Disabilities, 115, 381–405. doi: 10.1352/1944-7558-115.5.381. CrossRefPubMed

Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54(7), 580–587. CrossRef

Feldman, R. (2015). Sensitive periods in human social development: New insights from research on oxytocin, synchrony, and high-risk parenting. Development and Psychopathology, 27, 369–395. CrossRefPubMed

Fenske, E. C., Zalenski, S., Krantz, P. J., & Mcclannahan, L. E. (1985). Age at intervention and treatment outcome for autistic-children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 49–58. doi: 10.1016/S0270-4684(85)80005-7. CrossRef

Flanagan, H. E., Perry, A., & Freeman, N. L. (2012). Effectiveness of large-scale community-based Intensive Behavioral Intervention: A waitlist comparison study exploring outcomes and predictors. Research in Autism Spectrum Disorders, 6, 673–682. doi: 10.1016/j.rasd.2011.09.011. CrossRef

Gotham, K., Risi, S., Pickles, A., & Lord, C. (2007). The Autism Diagnostic Observation Schedule: Revised algorithms for improved diagnostic validity. Journal of Autism and Developmental Disorders, 37, 613–627. doi: 10.1007/s10803-006-0280-1. CrossRefPubMed

Grindle, C. F., Hastings, R. P., Saville, M., Hughes, J. C., Huxley, K., Kovshoff, H. et al. (2012). Outcomes of a behavioral education model for children with asd in a mainstream school setting. Behavior Modification, 0145445512441199.

Hardan, A. Y., et al. (2014). A randomized controlled trial of Pivotal Response Treatment Group for parents of children with autism. Journal of Child Psychology and Psychiatry,. doi: 10.1111/jcpp.12354.

Harris, S. L., & Handleman, J. S. (2000). Age and IQ at intake as predictors of placement for young children with ASD: A four- to six-year follow-up. Journal of Autism and Developmental Disorders, 30, 137–142. doi: 10.1023/A:1005459606120. CrossRefPubMed

Hayes, A. F., & Matthes, J. (2009). Computational procedures for probing interactions in OLS and logistic regression: SPSS and SAS implementations. Behavior Research Methods, 41(3), 924–936. CrossRefPubMed

Herschensohn, J. R. (2007). Language development and age. Cambridge: Cambridge University Press.

Johnson, M. H., & Munakata, Y. (2005). Processes of change in brain and cognitive development. Trends in Cognitive Sciences, 9(3), 152–158. CrossRefPubMed

Kuhl, P. K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5, 831–843. doi: 10.1038/Nrn1533. CrossRefPubMed

Kuhl, P. K., Conboy, B. T., Padden, D., Nelson, T., & Pruitt, J. (2005). Early speech perception and later language development: Implications for the” Critical Period”. Language Learning and Development, 1, 237–264. CrossRef

Kuhl, P. K. (2014). Early language learning and the social brain. Cold Spring Harbor Symposia on Quantitative Biology, 79, 211–220. doi: 10.1101/sqb.2014.79.024802. CrossRefPubMed

Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule: ADOS-2. CA: Western Psychological Services Los Angeles.

MacDonald, R., Parry-Cruwys, D., Dupere, S., & Ahearn, W. (2014). Assessing progress and outcome of early intensive behavioral intervention for toddlers with asd. Research in Developmental Disabilities, 35(12), 3632–3644. CrossRefPubMed

Magiati, I., Charman, T., & Howlin, P. (2007). A two-year prospective follow-up study of community-based early intensive behavioral intervention and specialist nursery provision for children with autism spectrum disorders. Journal of Child Psychology and Psychiatry, 48, 803–812. CrossRefPubMed

Moh, T. A., & Magiati, I. (2012). Factors associated with parental stress and satisfaction during the process of diagnosis of children with Autism Spectrum Disorders. Research in Autism Spectrum Disorders, 6, 293–303. doi: 10.1016/j.rasd.2011.05.011. CrossRef

Mullen, E. M. (1995). Mullen scales of early learning. Anoka, MN: AGS Circle Pines.

Nelson, C. A., Thomas, K. M., & De Haan, M. (2012). Neuroscience of cognitive development: The role of experience and the developing brain. New York: Wiley.

Newport, E. L., Bavelier, D., Neville, H. J. (2001). Critical thinking about critical periods: Perspectives on a critical period for language acquisition. In E. Dupoux (Ed.), Language, brain and cognitive development: Essays in honor of Jacques Mehler. Cambridge, MA: MIT Press.

Orinstein, A. J., Helt, M., Troyb, E., Tyson, K. E., Barton, M. L., Eigsti, I. M., et al. (2014). Intervention for optimal outcome in children and adolescents with a history of autism. Journal of Developmental and Behavioral Pediatrics, 35(4), 247–256. CrossRefPubMedPubMedCentral

Ratner, N., & Bruner, J. (1978). Games, social exchange, and the acquisition of language. Journal of Child Language, 5, 391–402. CrossRefPubMed

Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with ASD based on the UCLA young autism project model. Journal of Autism and Developmental Disorders, 39, 23–41. doi: 10.1007/s10803-008-0596-0. CrossRefPubMed

Rogers, S. J. (2013). Early Start Denver Model. In F. Volkmar (Ed.), Encyclopedia of autism spectrum disorders (pp. 1034–1042). Berlin: Springer.

Rogers, S. J., & Dawson, G. (2010). Early start Denver model for young children with ASD: Promoting language, learning, and engagement. New York: Guilford Press.

Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile ASD. Development and Psychopathology, 3(02), 137–162. CrossRef

Rogers, S. J., et al. (2012). Effects of a brief Early Start Denver model (ESDM)-based parent intervention on toddlers at risk for autism spectrum disorders: A randomized controlled trial. Journal of the American Academy of Child and Adolescent Psychiatry, 51, 1052–1065. CrossRefPubMedPubMedCentral

Rogers, S. J., & Vismara, L. (2014). Interventions for infants and toddlers at risk for autism spectrum disorder. In F. Volkmar, S. J. Rogers, R. Pelphry, & K. Paul (Eds.), Handbook of autism and developmental disorders (4th ed., pp. 739–769). Hoboken, NJ: Wiley.

Rutter, M., Greenfeld, D., & Lockyer, L. (1967). A five to fifteen year follow-up study of infantile psychosis. II. Social and behavioural outcome. British Journal of Psychiatry, 113, 1183–1199. CrossRefPubMed

Schreibman, L., et al. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders,. doi: 10.1007/s10803-015-2407-8. PubMedPubMedCentral

Shonkoff, J. P., Phillips, D., & U.S. National Research Council Committee on Integrating the Science of Early Childhood Development. (2000). From neurons to neighborhoods: the science of early child development. Washington, DC: National Academy Press.

Smith, I. M., Flanagan, H. E., Garon, N., & Bryson, S. E. (2015a). Effectiveness of community-based early intervention based on pivotal response treatment. Journal of Autism and Developmental Disorders, 45, 1858–1872. doi: 10.1007/s10803-014-2345-x. CrossRefPubMed

Smith, T., Klorman, R., & Mruzek, D. W. (2015b). Predicting outcome of community-based early intensive behavioral intervention for children with ASD. Journal of Abnormal Child Psychology,. doi: 10.1007/s10802-015-0002-2.

Sparrow, S., Cicchetti, D., Balla, D. (2005). Vineland II: A revision of the Vineland adaptive behavior scales: I. Survey/caregiver form. Circle Pines, MN: American Guidance Service

Sullivan, K., Stone, W. L., & Dawson, G. (2014). Potential neural mechanisms underlying the effectiveness of early intervention for children with autism spectrum disorder. Research in Developmental Disabilities, 35(11), 2921–2932. CrossRefPubMedPubMedCentral

Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn and Bacon.

Vivanti, G., Dissanayake, C., Zierhut, C., Rogers, S. J., & Victorian ASELCC Team. (2013). Brief report: predictors of outcomes in the early start Denver model delivered in a group setting. Journal of Autism and Developmental Disorders, 43(7), 1717–1724. CrossRefPubMed

Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & Victorian ASELCC Team. (2014). Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. Journal of Autism and Developmental Disorders, 44(12), 3140–3153. CrossRefPubMed

Vivanti, G., & Rogers, S. J. (2014). Autism and the mirror neuron system: Insights from learning and teaching. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1644), 20130184. CrossRef

Warren, Z., McPheeters, M. L., Sathe, N., Foss-Feig, J. H., Glasser, A., & Veenstra-VanderWeele, J. (2011). A systematic review of early intensive intervention for autism spectrum disorders. Pediatrics, 127(5), e1303–e1311. CrossRefPubMed

Webster, A., Feiler, A., Webster, V., & Lovell, C. (2004). Parental perspectives on early intensive intervention for children diagnosed with autistic spectrum disorder. Journal of Early Childhood Research, 2, 25–49. CrossRef

Zwaigenbaum, L., Bauman, M. L., Choueiri, R., Kasari, C., Carter, A., Granpeesheh, D., et al. (2015). Early intervention for children with autism spectrum disorder under 3 years of age: Recommendations for practice and research. Pediatrics, 136(Suppl 1), S60–S81. CrossRefPubMed

Titel: Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months
Auteurs:: Giacomo Vivanti
Cheryl Dissanayake
The Victorian ASELCC Team
Publicatiedatum: 28-03-2016
DOI: https://doi.org/10.1007/s10803-016-2777-6
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 7/2016
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 7/2016

Brief Report: Sensitivity of Children with Autism Spectrum Disorders to Face Appearance in Selective Trust

Lessons that Linger: A 40-Year Follow-Along Note About a Boy with Autism Taught to Communicate by Gestures when Aged Six

Understanding One’s Own Emotions in Cognitively-Able Preadolescents with Autism Spectrum Disorder

Brief Report: The Feasibility and Effectiveness of an Advocacy Program for Latino Families of Children with Autism Spectrum Disorder

Brief Report: Suboptimal Auditory Localization in Autism Spectrum Disorder: Support for the Bayesian Account of Sensory Symptoms

Comparing Children with ASD and Their Peers’ Growth in Print Knowledge