Brief Report

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

  • Giacomo VivantiAffiliated withOlga Tennison Autism Research Centre, School of Psychological Science, La Trobe UniversityVictorian Autism Specific Early Learning and Care Centre, La Trobe University Email author 
  • , Cheryl DissanayakeAffiliated withOlga Tennison Autism Research Centre, School of Psychological Science, La Trobe University
  • , Cynthia ZierhutAffiliated withVictorian Autism Specific Early Learning and Care Centre, La Trobe UniversityThe M.I.N.D. Institute, University of California
  • , Sally J. RogersAffiliated withThe M.I.N.D. Institute, University of California
  • , Victorian ASELCC TeamAffiliated withVictorian Autism Specific Early Learning and Care Centre, La Trobe University

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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

Autism Intervention Early Start Denver Model Predictors of outcomes Social learning