Journal of Autism and Developmental Disorders

, Volume 43, Issue 7, pp 1717–1724

Brief Report: Predictors of Outcomes in the Early Start Denver Model Delivered in a Group Setting

Authors

    • Olga Tennison Autism Research Centre, School of Psychological ScienceLa Trobe University
    • Victorian Autism Specific Early Learning and Care CentreLa Trobe University
  • Cheryl Dissanayake
    • Olga Tennison Autism Research Centre, School of Psychological ScienceLa Trobe University
  • Cynthia Zierhut
    • Victorian Autism Specific Early Learning and Care CentreLa Trobe University
    • The M.I.N.D. InstituteUniversity of California
  • Sally J. Rogers
    • The M.I.N.D. InstituteUniversity of California
  • Victorian ASELCC Team
    • Victorian Autism Specific Early Learning and Care CentreLa Trobe University
Brief Report

DOI: 10.1007/s10803-012-1705-7

Cite this article as:
Vivanti, G., Dissanayake, C., Zierhut, C. et al. J Autism Dev Disord (2013) 43: 1717. doi:10.1007/s10803-012-1705-7

Abstract

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.

Keywords

AutismInterventionEarly Start Denver ModelPredictors of outcomesSocial learning

Copyright information

© Springer Science+Business Media New York 2012