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Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 43-7 (July 2013)
[article]
Titre : Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; Cynthia ZIERHUT, Auteur ; Sally J ROGERS, Auteur Année de publication : 2013 Article en page(s) : p.1717-1724 Langues : Anglais (eng) Mots-clés : Autism Intervention Early Start Denver Model Predictors of outcomes Social learning Index. décimale : PER Périodiques Résumé : There is a paucity of studies that have looked at factors associated with responsiveness to interventions in preschoolers with autism spectrum disorder (ASD). We investigated learning profiles associated with response to the Early Start Denver Model delivered in a group setting. Our preliminary results from 21 preschool children with an ASD aged 2- to 5-years suggest that the children with more advanced skills in functional use of objects, goal understanding and imitation made the best developmental gains after 1 year of treatment. Cognitive abilities, social attention, intensity of the treatment and chronological age were not associated with treatment gains. En ligne : http://dx.doi.org/10.1007/s10803-012-1705-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1717-1724[article] Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Cheryl DISSANAYAKE, Auteur ; Cynthia ZIERHUT, Auteur ; Sally J ROGERS, Auteur . - 2013 . - p.1717-1724.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 43-7 (July 2013) . - p.1717-1724
Mots-clés : Autism Intervention Early Start Denver Model Predictors of outcomes Social learning Index. décimale : PER Périodiques Résumé : There is a paucity of studies that have looked at factors associated with responsiveness to interventions in preschoolers with autism spectrum disorder (ASD). We investigated learning profiles associated with response to the Early Start Denver Model delivered in a group setting. Our preliminary results from 21 preschool children with an ASD aged 2- to 5-years suggest that the children with more advanced skills in functional use of objects, goal understanding and imitation made the best developmental gains after 1 year of treatment. Cognitive abilities, social attention, intensity of the treatment and chronological age were not associated with treatment gains. En ligne : http://dx.doi.org/10.1007/s10803-012-1705-7 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=202 Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 44-12 (December 2014)
[article]
Titre : Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting Type de document : Texte imprimé et/ou numérique Auteurs : Giacomo VIVANTI, Auteur ; Jessica PAYNTER, Auteur ; Ed DUNCAN, Auteur ; Hannah FOTHERGILL, Auteur ; Cheryl DISSANAYAKE, Auteur ; Sally J ROGERS, Auteur Article en page(s) : p.3140-3153 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early Start Denver Model Effectiveness Community implementation Early intervention Index. décimale : PER Périodiques Résumé : A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2168-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243
in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3140-3153[article] Effectiveness and Feasibility of the Early Start Denver Model Implemented in a Group-Based Community Childcare Setting [Texte imprimé et/ou numérique] / Giacomo VIVANTI, Auteur ; Jessica PAYNTER, Auteur ; Ed DUNCAN, Auteur ; Hannah FOTHERGILL, Auteur ; Cheryl DISSANAYAKE, Auteur ; Sally J ROGERS, Auteur . - p.3140-3153.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 44-12 (December 2014) . - p.3140-3153
Mots-clés : Autism spectrum disorder Early Start Denver Model Effectiveness Community implementation Early intervention Index. décimale : PER Périodiques Résumé : A recent study documented the efficacy of the Early Start Denver Model (ESDM) delivered in a 1:1 fashion. In the current study we investigated the effectiveness and feasibility of the ESDM in the context of a long-day care community service, with a child-staff ratio of 1:3. Outcomes of 27 preschoolers with ASD undergoing 15–25 h per week of ESDM over 12 months were compared to those of 30 peers with ASD undergoing a different intervention program delivered in a similar community long-day care service. Children in both groups made gains in cognitive, adaptive and social skills. Participants in the ESDM group showed significantly higher gains in developmental rate and receptive language. En ligne : http://dx.doi.org/10.1007/s10803-014-2168-9 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=243 Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study / Emily OGILVIE in Journal of Autism and Developmental Disorders, 47-9 (September 2017)
[article]
Titre : Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study Type de document : Texte imprimé et/ou numérique Auteurs : Emily OGILVIE, Auteur ; Matthew T. MCCRUDDEN, Auteur Article en page(s) : p.2899-2910 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early Start Denver Model Social validity Convergent mixed methods Index. décimale : PER Périodiques Résumé : An intervention has social validity to the extent that it is socially acceptable to participants and stakeholders. This pilot convergent mixed methods study evaluated parents’ perceptions of the social validity of the Early Start Denver Model (ESDM), a naturalistic behavioral intervention for children with autism. It focused on whether the parents viewed (a) the ESDM goals as appropriate for their children, (b) the intervention procedures as acceptable and appropriate, and (c) whether changes in their children’s behavior was practically significant. Parents of four children who participated in the ESDM completed the TARF-R questionnaire and participated in a semi-structured interview. Both data sets indicated that parents rated their experiences with the ESDM positively and rated it as socially-valid. The findings indicated that what was implemented in the intervention is complemented by how it was implemented and by whom. En ligne : https://doi.org/10.1007/s10803-017-3214-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2899-2910[article] Evaluating the Social Validity of the Early Start Denver Model: A Convergent Mixed Methods Study [Texte imprimé et/ou numérique] / Emily OGILVIE, Auteur ; Matthew T. MCCRUDDEN, Auteur . - p.2899-2910.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 47-9 (September 2017) . - p.2899-2910
Mots-clés : Autism spectrum disorder Early Start Denver Model Social validity Convergent mixed methods Index. décimale : PER Périodiques Résumé : An intervention has social validity to the extent that it is socially acceptable to participants and stakeholders. This pilot convergent mixed methods study evaluated parents’ perceptions of the social validity of the Early Start Denver Model (ESDM), a naturalistic behavioral intervention for children with autism. It focused on whether the parents viewed (a) the ESDM goals as appropriate for their children, (b) the intervention procedures as acceptable and appropriate, and (c) whether changes in their children’s behavior was practically significant. Parents of four children who participated in the ESDM completed the TARF-R questionnaire and participated in a semi-structured interview. Both data sets indicated that parents rated their experiences with the ESDM positively and rated it as socially-valid. The findings indicated that what was implemented in the intervention is complemented by how it was implemented and by whom. En ligne : https://doi.org/10.1007/s10803-017-3214-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=316 Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model / Hannah WADDINGTON in Autism, 24-2 (February 2020)
[article]
Titre : Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model Type de document : Texte imprimé et/ou numérique Auteurs : Hannah WADDINGTON, Auteur ; Larah VAN DER MEER, Auteur ; Jeff SIGAFOOS, Auteur ; Andrew J. O. WHITEHOUSE, Auteur Article en page(s) : p.484-498 Langues : Anglais (eng) Mots-clés : Early Start Denver Model autism spectrum disorder early intervention parent training treatment fidelity Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children's levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent's needs. En ligne : http://dx.doi.org/10.1177/1362361319876495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415
in Autism > 24-2 (February 2020) . - p.484-498[article] Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model [Texte imprimé et/ou numérique] / Hannah WADDINGTON, Auteur ; Larah VAN DER MEER, Auteur ; Jeff SIGAFOOS, Auteur ; Andrew J. O. WHITEHOUSE, Auteur . - p.484-498.
Langues : Anglais (eng)
in Autism > 24-2 (February 2020) . - p.484-498
Mots-clés : Early Start Denver Model autism spectrum disorder early intervention parent training treatment fidelity Index. décimale : PER Périodiques Résumé : LAY ABSTRACT: Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children's levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent's needs. En ligne : http://dx.doi.org/10.1177/1362361319876495 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=415 Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome / Laurie A. VISMARA in Journal of Autism and Developmental Disorders, 49-3 (March 2019)
[article]
Titre : Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome Type de document : Texte imprimé et/ou numérique Auteurs : Laurie A. VISMARA, Auteur ; C. E. B. MCCORMICK, Auteur ; R. SHIELDS, Auteur ; D. HESSL, Auteur Article en page(s) : p.1250-1266 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder Early Start Denver Model Early intervention Fragile X syndrome Parent-mediated Index. décimale : PER Périodiques Résumé : This is the first study to evaluate an autism intervention model, the parent-delivered Early Start Denver Model (P-ESDM), for young children with fragile X syndrome (FXS), a known genetic disorder associated with autism spectrum disorder. Four parent-child dyads participated in a low-intensity, parent coaching model of the P-ESDM to evaluate initial efficacy and acceptability. Parents improved in P-ESDM fidelity, implemented intervention goals to increase child learning, and found the experience moderately to highly acceptable. Visual examination and Baseline Corrected Tau effect sizes revealed mixed results across child measures. Findings suggest a potential therapeutic opportunity in need of larger, well-controlled studies of P-ESDM and other interventions for families of young children with FXS who face limited empirically-supported intervention options. En ligne : http://dx.doi.org/10.1007/s10803-018-3833-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1250-1266[article] Extending the Parent-Delivered Early Start Denver Model to Young Children with Fragile X Syndrome [Texte imprimé et/ou numérique] / Laurie A. VISMARA, Auteur ; C. E. B. MCCORMICK, Auteur ; R. SHIELDS, Auteur ; D. HESSL, Auteur . - p.1250-1266.
Langues : Anglais (eng)
in Journal of Autism and Developmental Disorders > 49-3 (March 2019) . - p.1250-1266
Mots-clés : Autism spectrum disorder Early Start Denver Model Early intervention Fragile X syndrome Parent-mediated Index. décimale : PER Périodiques Résumé : This is the first study to evaluate an autism intervention model, the parent-delivered Early Start Denver Model (P-ESDM), for young children with fragile X syndrome (FXS), a known genetic disorder associated with autism spectrum disorder. Four parent-child dyads participated in a low-intensity, parent coaching model of the P-ESDM to evaluate initial efficacy and acceptability. Parents improved in P-ESDM fidelity, implemented intervention goals to increase child learning, and found the experience moderately to highly acceptable. Visual examination and Baseline Corrected Tau effect sizes revealed mixed results across child measures. Findings suggest a potential therapeutic opportunity in need of larger, well-controlled studies of P-ESDM and other interventions for families of young children with FXS who face limited empirically-supported intervention options. En ligne : http://dx.doi.org/10.1007/s10803-018-3833-1 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=386 Outcome for Children Receiving the Early Start Denver Model Before and After 48 Months / Giacomo VIVANTI in Journal of Autism and Developmental Disorders, 46-7 (July 2016)
PermalinkOutcomes and moderators of Early Start Denver Model intervention in young children with autism spectrum disorder delivered in a mixed individual and group setting / Annarita CONTALDO in Autism, 24-3 (April 2020)
PermalinkOutcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial / G. VIVANTI in Autism, 23-5 (July 2019)
PermalinkPreliminary clinical outcomes of a short-term low-intensity Early Start Denver Model implemented in the Taiwanese public health system / Tzu-Ling LIN in Autism, 24-5 (July 2020)
PermalinkSocial-communicative gestures at baseline predict verbal and nonverbal gains for children with autism receiving the Early Start Denver Model / D. LAISTER in Autism, 25-6 (August 2021)
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