Effects of a low-intensity Early Start Denver Model-based intervention delivered in an inclusive preschool setting

Tupou, Jessica; Waddington, Hannah; Meer, Larah van der; Sigafoos, Jeff

doi:10.1080/20473869.2019.1707434

Cited by 12 publications

(7 citation statements)

References 41 publications

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“…Thus, in many published ESDM studies, interventions were delivered in university-based clinics, even when parents were the primary implementers. Exceptions were those in which ESDM was delivered in community child care settings such as preschools or daycare centres (e.g., Eapen et al, 2013;Fulton et al, 2014;Tupou et al, 2020;Vivanti et al, 2014Vivanti et al, , 2019, family homes (e.g., Holtzinger et al, 2019;Rogers et al, 2019;Waddington et al, 2021), or via telehealth (Vismara et al, 2009(Vismara et al, , 2012(Vismara et al, , 2013(Vismara et al, , 2018. In all but one of the P-ESDM studies mentioned previously (Zhou et al, 2018), parent coaching (PC) was provided either by the model developers or by professionals (typically, with graduate degrees) who completed a multi-component training program and demonstrated a high level of implementation fidelity.…”

mentioning

confidence: 99%

A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism

Mirenda

Colozzo

Smith

et al. 2022

J Autism Dev Disord

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A randomized feasibility trial of a parent coaching (PC) intervention was conducted across 16 community agencies in a Canadian province. Parents of toddlers with suspected autism were assigned to either a PC group (n = 24) or an enhanced community treatment (ECT) group (n = 25). PC participants received 24 weeks of coaching support from community service providers trained in the project. Children in both groups also received available community services and supplementary materials. PC children made significantly greater gains in word understanding and PC parents had significantly higher quality of life, satisfaction, and self-efficacy scores. Results are discussed in terms of the challenges of conducting feasibility studies in community settings and the lessons learned in the project. Supplementary Information The online version contains supplementary material available at 10.1007/s10803-021-05390-1.

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confidence: 99%

A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism

Mirenda

Colozzo

Smith

et al. 2022

J Autism Dev Disord

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“…Research findings and public service agencies recommend that children with autism receive services in the least restrictive environment, with opportunities for frequent interactions with same-aged peers, and embedded within naturalistic routines and contexts. Others have emphasized the high costs of one-to-one delivery of early intervention and that this approach may not be feasible for some families, calling for the examination of other models that are also effective (Rogge & Janssen, 2019), including group-based approaches that may be more efficient (Leaf et al, 2018; Tupou et al, 2022). Relatedly, offering specialized supports within early childhood education settings is needed to support children and families in obtaining feasible and effective early care and education, which has been found to be a significant gap for working families (Houser et al, 2014; Vanegas & Abdelrahim, 2016).…”

mentioning

confidence: 99%

Pilot Feasibility of a Community Inclusion Preschool Program for Children With Autism

Jobin,

Stahmer,

Camacho

et al. 2023

Journal of Early Intervention

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Few studies have reported outcomes from the delivery of naturalistic developmental behavioral interventions (NDBI) in group-based community care. Further, while the importance of inclusion for autistic individuals is well established, there is little research on the feasibility of community-based inclusion programs for preschool-aged autistic children. Positive outcomes have been reported from a few model inclusion programs. However, most involved extensive training from researchers, with limited available data on self-sustaining community-based programs. This quasi-experimental study tracked outcomes for 31 autistic preschool-aged children with verbal and play skills close to age level, who were enrolled in a community inclusion preschool program utilizing NDBI. Children, aged 2.5 to 5 years of age at entry, attended the program for 8 to 36 months. Paired sample t-tests indicated statistically significant improvements from time 1 to time 2 on standardized measures of adaptive behavior, social skills, and autism characteristics. Implications for the feasibility of using NDBI for autistic children in inclusive preschool settings and directions for future research are discussed.

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“…Preschool interventions for children with autism spectrum disorder: A review of effectiveness studies. Review Journal of Autism and Developmental Disorders,6,.1007/s40489-019-00170-1 Tupou, J., Waddington, H., van der Meer, L., & Sigafoos, J. (2020).…”

Section: Acknowledgementsmentioning

confidence: 99%

“…To maintain consistency with previous ESDM research (e.g. Tupou et al, 2020;Vismara & Rogers, 2008;Vismara, Young, & Rogers, 2012;Waddington et al, 2019a;Waddington et al, 2019b), data on teacher fidelity and child DVs were collected via 10min video recordings. This was also considered to be the most pragmatic approach to data collection given the nature of the research questions and settings in which data were collected.…”

Section: Data Collectionmentioning

confidence: 99%

“…Preschool-based delivery may help to minimise the financial burden and demands on time that are commonly faced by families in attempting to access EI for their child (Nahmias, Pellecchia, Stahmer, & Mandell, 2019). There may also be cost savings associated with preschoolbased delivery as there is the potential for intervention to be delivered to more than one child at a time (Leaf et al, 2018) Eapen et al, 2013;Fulton et al, 2014;Tupou et al, 2020;Vivanti et al, 2013;.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

Tupou¹

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<p>Autism spectrum disorder (ASD) is a neurodevelopmental disorder defined by difficulties in social communication and the presence of restricted or repetitive behaviours or interests. There is evidence to suggest that early intervention (EI) can lead to improved outcomes for children with ASD. Inclusive preschool-based delivery of EI appears to satisfy current legal and best-practice recommendations around the delivery of EI for young children with ASD. It may also offer several potential benefits including cost-effectiveness, efficiency and opportunities for children with ASD to learn from their peers. The Early Start Denver Model (ESDM) is a promising naturalistic behavioural developmental intervention for young children with ASD aged between 12 and 60 months. The ESDM can be delivered to children in a group-based format and several studies have demonstrated its effectiveness when delivered for 15 to 25 hours per week in designated ESDM preschools with low child–teacher ratios. However, the preschools involved in these studies may not be representative of the typical preschool setting for many communities. Thus, more research is needed to determine the effectiveness of this intervention when delivered under conditions that more closely reflect the typical real-world preschool setting. In the present thesis, two studies with multiple probe across participants designs, each involving three preschool children with ASD, examined the feasibility and effectiveness of the use of the ESDM in an inclusive preschool setting. Specifically, Study 1 evaluated the effectiveness of a modified version of ESDM therapy delivered by a certified therapist and Study 2 evaluated (a) the effectiveness of a brief ESDM coaching programme, and (b) the effectiveness of a modified version of ESDM therapy delivered by preschool teachers. For both studies, the intervention was delivered in regular community preschools and no major changes were made to the typical preschool environments or routines. Effectiveness was assessed by measuring improvements in child active participation, vocal/verbal communication and imitation, and, for Study 2, teachers’ fidelity of implementation of ESDM techniques. Teachers’ perceptions of the acceptability and effectiveness of the intervention were also assessed via a questionnaire and in-depth interviews. In Study 1, an outside certified therapist delivered 3 hours per week of ESDM to three children with ASD over an 8- to 10-week period. Participants showed improvement in active participation, imitation and either intentional vocalisations or spontaneous functional utterances. These results were generally maintained at follow-up. For Study 2, a brief coaching programme was used to train three preschool teachers to use the ESDM with a child with ASD who attended the inclusive preschools where they worked. Teachers improved in their use of the ESDM strategies and children demonstrated improved levels of active participation but results for child imitation and communication were mixed. Teachers also found the intervention to be acceptable and effective. Together, the results from these studies provide preliminary support for the feasibility and effectiveness of the ESDM when delivered in real-world inclusive preschool settings. More research is needed to determine the most effective approach to delivering EI for ASD in an inclusive preschool setting. It may also be valuable to evaluate the extent to which gains made by children and teachers during intervention generalise to other people and/or settings.</p>

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Effects of a low-intensity Early Start Denver Model-based intervention delivered in an inclusive preschool setting

Cited by 12 publications

References 41 publications

A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism

A Randomized, Community-Based Feasibility Trial of Modified ESDM for Toddlers with Suspected Autism

Pilot Feasibility of a Community Inclusion Preschool Program for Children With Autism

Evaluation of an Early Start Denver Model-based intervention for young children with autism in an inclusive preschool setting.

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