Review Article
Delivery of Group-Early Start Denver Model in an Australian early childhood setting–a Narrative Review
Abstract
Background and Objective: This article provides an overview of the Group-based Early Start Denver Model (G-ESDM), an early intervention approach for young children with autism spectrum disorder (ASD). The G-ESDM is based on the delivery of the evidence-supported Early Start Denver Model (ESDM) techniques in group-based settings such as early learning and care settings, with one adult delivering instruction to small groups of three to four children. We review principles, strategies and empirical support for the G-ESDM, as well as challenges and future directions.
Methods: We examined principles, strategies and empirical support for the G-ESDM.
Key Content and Findings: The program is informed by research documenting the positive impact of early interaction with peers and preschool experiences for social-cognitive development, and is designed to maximize cost-effectiveness by providing evidence-based treatment during daycare hours.
Conclusions: The G-ESDM program is designed to provide a delivery format that is both effective and sustainable and to capitalize on (a) the culturally universal tradition of educating young children in group settings, and (b) the social learning opportunities provided by peers. There is initial empirical evidence supporting the feasibility and effectiveness of the program. Questions to be addressed in future research include the community viability of this model in areas serving low income families, as well as the durability of activities and resources after initial funding and training.
Methods: We examined principles, strategies and empirical support for the G-ESDM.
Key Content and Findings: The program is informed by research documenting the positive impact of early interaction with peers and preschool experiences for social-cognitive development, and is designed to maximize cost-effectiveness by providing evidence-based treatment during daycare hours.
Conclusions: The G-ESDM program is designed to provide a delivery format that is both effective and sustainable and to capitalize on (a) the culturally universal tradition of educating young children in group settings, and (b) the social learning opportunities provided by peers. There is initial empirical evidence supporting the feasibility and effectiveness of the program. Questions to be addressed in future research include the community viability of this model in areas serving low income families, as well as the durability of activities and resources after initial funding and training.
