
Early Start Denver Model for Young Autistic Children
Description
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- Chapters on what to do when a child's progress is concerning, partnering with families, and implementation of ESDM in different countries and cultures.
- Significant new research on brain development and how it differs in autism.
- Updated and comprehensive approach to promoting language development, with increased attention to alternative and augmentative communication strategies.
- New and revised decision trees and expanded efficacy research.
- Focus on promoting autistic children's development from a neurodiversity-affirming perspective.
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Persons
Geraldine Dawson, PhD, is the William Cleland Distinguished Professor of Psychiatry and Behavioral Sciences, Professor of Pediatrics, and Professor of Psychology and Neuroscience at Duke University, and is founding Director of the Duke Center for Autism and Brain Development. She also directs the Duke NIH Autism Center of Excellence. A child psychologist and researcher, Dr. Dawson has published more than 400 articles and chapters and 13 books on early autism detection and intervention and brain development. Her studies have been recognized as among the top 20 annual advances in autism research by the National Institutes of Health 13 times. Dr. Dawson has served as president of the International Society for Autism Research (INSAR) and was the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. She is a member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, and INSAR, and has received numerous awards for her contributions to research. She is ranked in the top 1% of Clarivate Analytics Highly Cited Researchers.
Content
1. What Brain Science Tells Us about How Young Autistic Children Learn
2. An Overview of the Early Start Denver Model
3. Setting Up the Early Start Denver Model
4. Developing Short-Term Learning Objectives
5. Formulating Daily Teaching Targets and Tracking Progress
6. Developing and Conducting an Early Start Denver Model Session
7. Developing Intentional Communication
8. Promoting Children's Language Development
9. Developing Imitation and Play
10. When a Child's Rate of Progress Is Concerning
11. Partnering with Families
12. Using the Early Start Denver Model in Group Settings
13. Using the Early Start Denver Model in Varying Cultures
Appendix. Early Start Denver Model Intervention Fidelity Coding Sheet
References
Index
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Copy protection: Watermark-DRM (Digital Rights Management)
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