Skip to main content
SpringerLink
Log in

Naturalistic Developmental Behavioral Interventions for Children with Autism

  • Chapter
  • First Online:
Clinical Guide to Early Interventions for Children with Autism

Abstract

Naturalistic developmental behavioral interventions (NDBIs) blend behavioral and developmental strategies and use a naturalistic format to address the learning needs of children with ASD. In this chapter we will describe features that are common across NDBI approaches as well as differences and areas of overlap between NDBIs and the standard ABA approaches described in Chap. 5. Subsequently, we will review the principles, strategies, and empirical support for the different ASD early intervention models that fall under the NDBI umbrella.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 119.00
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adamson, L. B., Bakeman, R., & Deckner, D. F. (2004). The development of symbol-infused joint engagement. Child Development, 75, 1171–1187. https://doi.org/10.1111/j.1467-8624.2004.00732.x

    Article  Google Scholar 

  • Baranek, G. T., Watson, L. R., Turner-Brown, L., Field, S. H., Crais, E. R., Wakeford, L., … Reznick, J. S. (2015). Preliminary efficacy of adapted responsive teaching for infants at risk of autism spectrum disorder in a community sample. Autism Research and Treatment, 386951, 1–16. https://doi.org/10.1155/2015/386951

    Article  Google Scholar 

  • Begus, K., Gliga, T., & Southgate, V. (2014). Infants learn what they want to learn: Responding to infant pointing leads to superior learning. PLoS One, 9, e108817. https://doi.org/10.1371/journal.pone.0108817

    Article  Google Scholar 

  • Bloom, P. (2002). Mindreading, communication and the learning of names for things. Mind & Language, 17, 37–54. https://doi.org/10.1111/1468-0017.00188

    Article  Google Scholar 

  • Bricker, D. (2002). Assessment, evaluation, and programming system for infants and children: Birth to three years (2nd ed.). Baltimore, MD: Brookes Publishing.

    Google Scholar 

  • Chang, Y.-C., Shire, S. Y., Shih, W., Gelfand, C., & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders, 46, 2211–2223. https://doi.org/10.1007/s10803-016-2752-2

    Article  Google Scholar 

  • Charman, T. (2003). Why is joint attention a pivotal skill in autism? Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 358, 315–324. https://doi.org/10.1098/rstb.2002.1199

    Article  Google Scholar 

  • Colombi, C., Narzisi, A., Ruta, L., Cigala, V., Gagliano, A., Pioggia, G., … Prima Pietra, T. (2018). Implementation of the Early Start Denver Model in an Italian community. Autism, 22, 126–133. https://doi.org/10.1177/1362361316665792

    Article  Google Scholar 

  • Curtis, P. R., Kaiser, A. P., Estabrook, R., & Roberts, M. Y. (2017). The longitudinal effects of early language intervention on children’s problem behaviors. Child Development, 90, 576–592. https://doi.org/10.1111/cdev.12942

    Article  Google Scholar 

  • Dawson, G., & Bernier, R. (2007). Social brain circuitry in autism. In D. Coch, G. Dawson, & K. Fischer (Eds.), Human behavior and the developing brain. New York: Guilford Press.

    Google Scholar 

  • Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., … Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125, e17–e23. https://doi.org/10.1542/peds.2009-0958

    Article  Google Scholar 

  • Dawson, G., Toth, K., Abbott, R., Osterling, J., Munson, J., Estes, A., & Liaw, J. (2004). Early social attention impairments in autism: Social orienting, joint attention, and attention to distress. Developmental Psychology, 40(2), 271.

    Article  Google Scholar 

  • Drasgow, E. (2007). Using enhanced milieu teaching and a voice-output communication aid to increase independent requesting by three children with autism. Evidence-Based Communication Assessment and Intervention, 1, 134–135. https://doi.org/10.1080/17489530701701435

    Article  Google Scholar 

  • Estes, A., Munson, J., Rogers, S. J., Greenson, J., Winter, J., & Dawson, G. (2015). Long-term outcomes of early intervention in 6-year-old children with autism Spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 54, 580–587. https://doi.org/10.1016/j.jaac.2015.04.005

    Article  Google Scholar 

  • Goods, K. S., Ishijima, E., Chang, Y.-C., & Kasari, C. (2013). Preschool based JASPER intervention in minimally verbal children with autism: Pilot RCT. Journal of Autism and Developmental Disorders, 43, 1050–1056. https://doi.org/10.1007/s10803-012-1644-3

    Article  Google Scholar 

  • Green, J., Charman, T., McConachie, H., Aldred, C., Slonims, V., Howlin, P., … Barrett, B. (2010). Parent-mediated communication-focused treatment in children with autism (PACT): A randomised controlled trial. The Lancet, 375(9732), 2152–2160.

    Article  Google Scholar 

  • Greenspan, S. I., & Weider, S. (1998). The child with special needs: Encouraging intellectual and emotional growth. Cambridge, MA: DeCapo Press.

    Google Scholar 

  • Gulsrud, A. C., Hellemann, G., Shire, S., & Kasari, C. (2016). Isolating active ingredients in a parent-mediated social communication intervention for toddlers with autism Spectrum disorder. Journal of Child Psychology and Psychiatry, 57, 606–613. https://doi.org/10.1111/jcpp.12481

    Article  Google Scholar 

  • Hampton, L. H., Kaiser, A. P., & Roberts, M. Y. (2017). One-year language outcomes in toddlers with language delays: An RCT follow-up. Pediatrics, 140, e20163646. https://doi.org/10.1542/peds.2016-3646

    Article  Google Scholar 

  • Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22, 39–54. https://doi.org/10.1177/027112140202200104

    Article  Google Scholar 

  • Hardan, A. Y., Gengoux, G. W., Berquist, K. L., Libove, R. A., Ardel, C. M., Phillips, J., … Minjarez, M. B. (2015). A randomized controlled trial of pivotal response treatment group for parents of children with autism. Journal of Child Psychology and Psychiatry, 56, 884–892. https://doi.org/10.1111/jcpp.12354

    Article  Google Scholar 

  • Harrop, C., Gulsrud, A., Shih, W., Hovsepyan, L., & Kasari, C. (2017). The impact of caregiver-mediated JASPER on child restricted and repetitive behaviors and caregiver responses. Autism Research, 10, 983–992. https://doi.org/10.1002/aur.1732

    Article  Google Scholar 

  • Hart, B., & Risley, T. R. (1978). Promoting productive language through incidental teaching. Education and Urban Society, 10, 407–429. https://doi.org/10.1177/001312457801000402

    Article  Google Scholar 

  • Hart, B., & Rogers-Warren, A. (1978). A milieu approach to teaching language. In R. Schiefelbusch (Ed.), Language intervention strategies (pp. 193–235). Baltimore, MD: University Park Press.

    Google Scholar 

  • Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, 18, 269–289. https://doi.org/10.1177/105381519401800303

    Article  Google Scholar 

  • Ingersoll, B. R. (2008). The social role of imitation in autism: Implications for the treatment of imitation deficits. Infants & Young Children, 21, 107–119. https://doi.org/10.1097/01.IYC.0000314482.24087.14

    Article  Google Scholar 

  • Ingersoll, B. R. (2010). Brief report: Pilot randomized controlled trial of reciprocal imitation training for teaching elicited and spontaneous imitation to children with autism. Journal of Autism and Developmental Disorders, 40, 1154–1160. https://doi.org/10.1007/s10803-010-0966-2

    Article  Google Scholar 

  • Ingersoll, B. R. (2012). Brief report: Effect of a focused imitation intervention on social functioning in children with autism. Journal of Autism and Developmental Disorders, 42, 1768–1773. https://doi.org/10.1007/s10803-011-1423-6

    Article  Google Scholar 

  • Ingersoll, B. R., & Berger, N. I. (2015). Parent engagement with a telehealth-based parent-mediated intervention program for children with autism Spectrum Disorders: Predictors of program use and parent outcomes. Journal of Medical Internet Research, 17(e227), 221–215. https://doi.org/10.2196/jmir.4913

    Article  Google Scholar 

  • Ingersoll, B. R., & Dvortcsak, A. (2010). Teaching social communication: A practitioner’s guide to parent training for children with autism (Vol. 12, p. 33). New York, NY: Guilford Press.

    Google Scholar 

  • Ingersoll, B. R., & Gergans, S. (2007). The effect of a parent-implemented imitation intervention on spontaneous imitation skills in young children with autism. Research in Developmental Disabilities, 28, 163–175. https://doi.org/10.1016/j.ridd.2006.02.004

    Article  Google Scholar 

  • Ingersoll, B. R., Wainer, A. L., Berger, N. I., Pickard, K. E., & Bonter, N. (2016). Comparison of a self-directed and therapist-assisted telehealth parent-mediated intervention for children with ASD: A pilot RCT. Journal of Autism and Developmental Disorders, 46, 2275–2284. https://doi.org/10.1007/s10803-016-2755-z

    Article  Google Scholar 

  • Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent-implemented enhanced milieu teaching on the social communication of children who have autism. Early Education & Development, 11, 423–446. https://doi.org/10.1207/s15566935eed1104_4

    Article  Google Scholar 

  • Kaiser, A. P., & Roberts, M. Y. (2013). Parent-implemented enhanced milieu teaching with preschool children who have intellectual disabilities. Journal of Speech, Language, and Hearing Research, 56, 295–309. https://doi.org/10.1044/1092-4388(2012/11-0231)

    Article  Google Scholar 

  • Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. https://doi.org/10.1111/j.1469-7610.2005.01567.x

    Article  Google Scholar 

  • Kasari, C., Freeman, S., Paparella, T., Wong, C., Kwon, S., & Gulsrud, A. (2005). Early intervention on core deficits in autism. Clinical Neuropsychiatry, 2, 380–388.

    Google Scholar 

  • Kasari, C., Gulsrud, A., Paparella, T., Hellemann, G., & Berry, K. (2015). Randomized comparative efficacy study of parent-mediated interventions for toddlers with autism. Journal of Consulting and Clinical Psychology, 83, 554–563. https://doi.org/10.1037/a0039080

    Article  Google Scholar 

  • Kasari, C., Gulsrud, A. C., Wong, C., Kwon, S., & Locke, J. (2010). Randomized controlled caregiver mediated joint engagement intervention for toddlers with autism. Journal of Autism and Developmental Disorders, 40, 1045–1056. https://doi.org/10.1007/s10803-010-0955-5

    Article  Google Scholar 

  • Kasari, C., Lawton, K., Shih, W., Barker, T. V., Landa, R., Lord, C., … Senturk, D. (2014). Caregiver-mediated intervention for low-resourced preschoolers with autism: An RCT. Pediatrics, 134, e72–e79. https://doi.org/10.1542/peds.2013-3229

    Article  Google Scholar 

  • Kasari, C., Paparella, T., Freeman, S., & Jahromi, L. B. (2008). Language outcome in autism: Randomized comparison of joint attention and play interventions. Journal of Consulting and Clinical Psychology, 76, 125–137. https://doi.org/10.1037/0022-006X.76.1.125

    Article  Google Scholar 

  • Koegel, L. K., Ashbaugh, K., & Koegel, R. L. (2016). Pivotal response treatment. In R. Lang, T. B. Hancock, & N. N. Singh (Eds.), Early intervention for young children with autism Spectrum disorder (pp. 85–112). Cham: Springer International Publishing.

    Chapter  Google Scholar 

  • Koegel, L. K., Koegel, R. L., Harrower, J. K., & Carter, C. M. (1999). Pivotal response intervention I: Overview of approach. Journal of the Association for Persons with Severe Handicaps, 24, 174–185. https://doi.org/10.2511/rpsd.24.3.174

    Article  Google Scholar 

  • Koegel, R. L., & Koegel, L. K. (2006). Pivotal response treatments for autism: Communication, social & academic development. Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Koegel, R. L., O’Dell, M. C., & Koegel, L. K. (1987). A natural language teaching paradigm for nonverbal autistic children. Journal of Autism and Developmental Disorders, 17, 187–200. https://doi.org/10.1007/BF01495055

    Article  Google Scholar 

  • Kuhl, P. K. (2007). Is speech learning ‘gated’ by the social brain? Developmental Science, 10, 110–120. https://doi.org/10.1111/j.1467-7687.2007.00572.x

    Article  Google Scholar 

  • Kuhl, P. K. (2014). Early language learning and the social brain. Cold Spring Harbor Symposia on Quantitative Biology, 79, 211–220.

    Article  Google Scholar 

  • Kushnir, T., Wellman, H. M., & Gelman, S. A. (2009). A self-agency bias in preschoolers’ causal inferences. Developmental Psychology, 45, 597–603. https://doi.org/10.1037/a0014727

    Article  Google Scholar 

  • Landa, R. J. (2016). IES grant: An efficacy trial of the Early Achievements comprehensive intervention for preschoolers with autism. Retrieved from https://ies.ed.gov/funding/grantsearch/details.asp?ID=1876.

  • Landa, R. J., Holman, K. C., O’Neill, A. H., & Stuart, E. A. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 52, 13–21. https://doi.org/10.1111/j.1469-7610.2010.02288.x

    Article  Google Scholar 

  • Landa, R. J., & Kalb, L. G. (2012). Long-term outcomes of toddlers with autism Spectrum Disorders exposed to short-term intervention. Pediatrics, 130, S186–S190. https://doi.org/10.1542/peds.2012-0900Q

    Article  Google Scholar 

  • Lawton, K., & Kasari, C. (2012). Teacher-implemented joint attention intervention: Pilot randomized controlled study for preschoolers with autism. Journal of Consulting and Clinical Psychology, 80, 687–693. https://doi.org/10.1037/a0028506

    Article  Google Scholar 

  • Legare, C. H. (2014). The contributions of explanation and exploration to children’s scientific reasoning. Child Development Perspectives, 8, 101–106. https://doi.org/10.1111/cdep.12070

    Article  Google Scholar 

  • Mahoney, G., & MacDonald, J. D. (2007). Autism and developmental delays in young children: The responsive teaching curriculum for parents and professionals. Austin, TX: PRO-ED.

    Google Scholar 

  • McGee, G. G. (2005). Incidental teaching. In M. Hersen, G. Sugai, & R. H. Horner (Eds.), Encyclopedia of behavior modification and cognitive behavior therapy: Educational applications (Vol. 3, pp. 1359–1362). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • McGee, G. G., Krantz, P. J., Mason, D., & McClannahan, L. E. (1983). A modified incidental-teaching procedure for autistic youth: Acquisition and generalization of receptive object labels. Journal of Applied Behavior Analysis, 16, 329–338. https://doi.org/10.1901/jaba.1983.16-329

    Article  Google Scholar 

  • McGee, G. G., Morrier, M. J., & Daly, T. (1999). An incidental teaching approach to early intervention for toddlers with autism. Journal of the Association for Persons with Severe Handicaps, 24, 133–146. https://doi.org/10.2511/rpsd.24.3.133

    Article  Google Scholar 

  • Mundy, P. (2016). Autism and joint attention: Development, neuroscience, and clinical fundamentals. New York, NY: Guilford Publications.

    Google Scholar 

  • McGee, G. G., & Daly, T. (2007). Incidental teaching of age-appropriate social phrases to children with autism. Research and Practice for Persons with Severe Disabilities, 32(2), 112–123.

    Google Scholar 

  • Neely, L., Rispoli, M., Gerow, S., & Hong, E. R. (2016). Preparing interventionists via telepractice in incidental teaching for children with autism. Journal of Behavioral Education, 25, 393–416. https://doi.org/10.1007/s10864-016-9250-7

    Article  Google Scholar 

  • Nielsen, M. (2006). Copying actions and copying outcomes: Social learning through the second year. Developmental Psychology, 42, 555–565. https://doi.org/10.1037/0012-1649.42.3.555

    Article  Google Scholar 

  • Olive, M. L., de la Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O’Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. Journal of Autism and Developmental Disorders, 37, 1505–1513. https://doi.org/10.1007/s10803-006-0243-6

    Article  Google Scholar 

  • Pickles, A., Le Couteur, A., Leadbitter, K., Salomone, E., Cole-Fletcher, R., Tobin, H., … Aldred, C. (2016). Parent-mediated social communication therapy for young children with autism (PACT): Long-term follow-up of a randomised controlled trial. The Lancet, 388(10059), 2501–2509.

    Article  Google Scholar 

  • Poon, K. K., Watson, L. R., Baranek, G. T., & Poe, M. D. (2012). To what extent do joint attention, imitation, and object play behaviors in infancy predict later communication and intellectual functioning in ASD. Journal of Autism and Developmental Disorders, 42, 1064–1074. https://doi.org/10.1007/s10803-011-1349-z

    Article  Google Scholar 

  • Prizant, B., Wetherby, A., Rubin, E., Laurent, A., & Rydell, P. (2006). The SCERTS model: A comprehensive educational approach for children with autism spectrum disorders. Baltimore, MD: Brookes.

    Google Scholar 

  • Prizant, B. M., & Wetherby, A. M. (1990). Toward an integrated view of early language and communication development and socioemotional development. Topics in Language Disorders, 10(4), 1–16.

    Google Scholar 

  • Roberts, M. Y., & Kaiser, A. P. (2012). Assessing the effects of a parent-implemented language intervention for children with language impairments using empirical benchmarks: A pilot study. Journal of Speech, Language, and Hearing Research, 55, 1655–1670. https://doi.org/10.1044/1092-4388(2012/11-0236)

    Article  Google Scholar 

  • Roberts, M. Y., & Kaiser, A. P. (2015). Early intervention for toddlers with language delays: A randomized controlled trial. Pediatrics, 135, 686–693. https://doi.org/10.1542/peds.2014-2134

    Article  Google Scholar 

  • Rogers, S. J., & Dawson, G. (2010a). Chapter 2: An overview of the early start Denver model. In Early start Denver model for young children with autism: Promoting language, learning, and engagement (pp. 14–34). New York, NY: The Guilford Press.

    Google Scholar 

  • Rogers, S. J., & Dawson, G. (2010b). Early start Denver model for young children with autism: Promoting language, learning, and engagement. New York, NY: The Guilford Press.

    Google Scholar 

  • Rogers, S. J., Dawson, G., & Vismara, L. A. (2012). An early start for your child with autism: Using everyday activities to help kids connect, communicate, and learn. New York, NY: Guilford Press.

    Google Scholar 

  • Rogers, S. J., Estes, A., Lord, C., Munson, J., Rocha, M., Winter, J., … Talbott, M. (2019). A multisite randomized controlled two-phase trial of the early start Denver model compared to treatment as usual. Journal of the American Academy of Child & Adolescent Psychiatry, 58(9), 853–865. https://doi.org/10.1016/j.jaac.2019.01.004

    Article  Google Scholar 

  • Rogers, S. J., Estes, A., Lord, C., Vismara, L., Winter, J., Fitzpatrick, A., … Dawson, G. (2012). Effects of a brief early start Denver model (ESDM)–based parent intervention on toddlers at risk for autism Spectrum Disorders: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry, 51, 1052–1065. https://doi.org/10.1016/j.jaac.2012.08.003

    Article  Google Scholar 

  • Rogers, S. J., & Lewis, H. (1989). An effective day treatment model for young children with pervasive developmental disorders. Journal of the American Academy of Child & Adolescent Psychiatry, 28, 207–214. https://doi.org/10.1097/00004583-198903000-00010

    Article  Google Scholar 

  • Rogers, S. J., Lewis, H. C., & Reis, K. (1987). An effective procedure for training early special education teams to implement a model program. Journal of the Division for Early Childhood, 11, 180–188. https://doi.org/10.1177/105381518701100210

    Article  Google Scholar 

  • Rogers, S. J., & Pennington, B. F. (1991). A theoretical approach to the deficits in infantile autism. Development and Psychopathology, 3, 137–162. https://doi.org/10.1017/S0954579400000043

    Article  Google Scholar 

  • Rogers, S. J., Vivanti, G., & Rocha, M. (2017). Helping young children with autism Spectrum disorder develop social ability: The early start Denver model approach. In J. Leaf (Ed.), Handbook of social skills and autism Spectrum disorder. Cham: Springer International Publishing.

    Google Scholar 

  • Sandbank, M., & Yoder, P. (2016). The association between parental mean length of utterance and language outcomes in children with disabilities: A correlational meta-analysis. American Journal of Speech-Language Pathology, 25(2), 240–251.

    Article  Google Scholar 

  • Saylor, M. M., & Ganea, P. A. (2018). Active learning from infancy to childhood: Social motivation, cognition, and linguistic mechanisms. New York, NY: Springer International.

    Book  Google Scholar 

  • Schertz, H. H., Odom, S. L., Baggett, K. M., & Sideris, J. H. (2013). Effects of joint attention mediated learning for toddlers with autism spectrum disorders: An initial randomized controlled study. Early Childhood Research Quarterly, 28, 249–258. https://doi.org/10.1016/j.ecresq.2012.06.006

    Article  Google Scholar 

  • Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., … Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism Spectrum disorder. Journal of Autism and Developmental Disorders, 45, 2411–2428. https://doi.org/10.1007/s10803-015-2407-8

    Article  Google Scholar 

  • Schreibman, L., Kaneko, W. M., & Koegel, R. L. (1991). Positive affect of parents of autistic children: A comparison across two teaching techniques. Behavior Therapy, 22, 479–490. https://doi.org/10.1016/S0005-7894(05)80340-5

    Article  Google Scholar 

  • Shire, S. Y., Chang, Y. C., Shih, W., Bracaglia, S., Kodjoe, M., & Kasari, C. (2017). Hybrid implementation model of community-partnered early intervention for toddlers with autism: A randomized trial. Journal of Child Psychology and Psychiatry, 58, 612–622. https://doi.org/10.1111/jcpp.12672

    Article  Google Scholar 

  • Shire, S. Y., Gulsrud, A., & Kasari, C. (2016). Increasing responsive parent-child interactions and joint engagement: Comparing the influence of parent-mediated intervention and parent psychoeducation. Journal of Autism and Developmental Disorders, 46, 1737–1747. https://doi.org/10.1007/s10803-016-2702-z

    Article  Google Scholar 

  • Shire, S. Y., Shih, W., Chang, Y.-C., Bracaglia, S., Kodjoe, M., & Kasari, C. (2019). Sustained community implementation of JASPER intervention with toddlers with autism. Journal of Autism and Developmental Disorders, 49, 1863–1875. https://doi.org/10.1007/s10803-018-03875-0

    Article  Google Scholar 

  • Stadnick, N. A., Stahmer, A., & Brookman-Frazee, L. (2015). Preliminary effectiveness of project ImPACT: A parent-mediated intervention for children with autism Spectrum disorder delivered in a community program. Journal of Autism and Developmental Disorders, 45, 2092–2104. https://doi.org/10.1007/s10803-015-2376-y

    Article  Google Scholar 

  • Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism: Coaching as a critical component. Teacher Education and Special Education, 34, 339–349. https://doi.org/10.1177/0888406411406553

    Article  Google Scholar 

  • Suhrheinrich, J., Stahmer, A. C., & Schreibman, L. (2007). A preliminary assessment of teachers’ implementation of pivotal response training. The Journal of Speech and Language Pathology–Applied Behavior Analysis, 2, 1–13. https://doi.org/10.1037/h0100202

    Article  Google Scholar 

  • Tager-Flusberg, H., Calkins, S., Nolin, T., Baumberger, T., Anderson, M., & Chadwick-Dias, A. (1990). A longitudinal study of language acquisition in autistic and down syndrome children. Journal of Autism and Developmental Disorders, 20, 1–21. https://doi.org/10.1007/BF02206853

    Article  Google Scholar 

  • Tomasello, M. (2010). Origins of human communication. Cambridge, MA: MIT Press.

    Google Scholar 

  • Tomasello, M. (2019). Becoming human: A theory of ontogeny. Cambridge, MA: Belknap Press of Harvard University Press.

    Book  Google Scholar 

  • Vernon, T. W., Holden, A. N., Barrett, A. C., Bradshaw, J., Ko, J. A., McGarry, E. S., … Disorders, D. (2019). A pilot randomized clinical trial of an enhanced pivotal response treatment approach for young children with Autism: The PRISM model. Journal of Autism and Developmental Disorders, 49, 2358–2373. https://doi.org/10.1007/s10803-019-03909-1

    Article  Google Scholar 

  • Vismara, L. A., McCormick, C. E. B., Wagner, A. L., Monlux, K., Nadhan, A., & Young, G. S. (2018). Telehealth parent training in the early start Denver model: Results from a randomized controlled study. Focus on Autism and Other Developmental Disabilities, 33, 67–79. https://doi.org/10.1177/1088357616651064

    Article  Google Scholar 

  • Vivanti, G. (2019). Towards a culturally informed approach to implementing autism early intervention. Pediatric Medicine, 2, 20. https://doi.org/10.21037/pm.2019.06.0

  • Vivanti, G., Dissanayake, C., Duncan, E., Feary, J., Capes, K., Upson, S., … Victorian ASELCC Team. (2019). Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial. Autism, 23(5), 1165–1175. https://doi.org/10.1177/1362361318801341

  • Vivanti, G., Duncan, E., Dawson, G., & Rogers, S. J. (2017). Implementing the group-based early start Denver model for preschoolers with autism. Cham: Springer International Publishing.

    Book  Google Scholar 

  • Vivanti, G., & Hamilton, A. (2014). Imitation in autism spectrum disorders. In F. Volkmar, R. Paul, S. Rogers, & K. Pelphrey (Eds.), The handbook of autism and developmental Disorders, 4th edition, Vol 1—Diagnosis, development and brain mechanisms (pp. 278–301). New York, NY: Wiley.

    Google Scholar 

  • Vivanti, G., Kasari, C., Green, J., Mandell, D., Maye, M., & Hudry, K. (2018). Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do?. Autism Research, 11(1), 16–23. https://doi.org/10.1002/aur.1900

  • Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & Victorian ASELCC Team. (2014). Effectiveness and feasibility of the early start Denver model implemented in a group-based community childcare setting. Journal of Autism and Developmental Disorders, 44, 3140–3153. https://doi.org/10.1007/s10803-014-2168-9

    Article  Google Scholar 

  • Vygotsky, L. (1930–1934/1978). Mind in society: The development of higher psychological processes (A. R. Luria, M. Lopez-Morillas & M. Cole [with J. V. Wertsch], Trans.) Cambridge, Mass.: Harvard University Press.

    Google Scholar 

  • Verschuur, R., Didden, R., Lang, R., Sigafoos, J., & Huskens, B. (2014). Pivotal response treatment for children with autism spectrum disorders: A systematic review. Review Journal of Autism and Developmental Disorders, 1(1), 34–61.

    Google Scholar 

  • Walton, K. M., & Ingersoll, B. R. (2012). Evaluation of a sibling-mediated imitation intervention for young children with autism. Journal of Positive Behavior Interventions, 14, 241–253. https://doi.org/10.1177/1098300712437044

    Article  Google Scholar 

  • Watson, L. R., Crais, E. R., Baranek, G. T., Turner-Brown, L., Sideris, J., Wakeford, L., … Nowell, S. W. (2017). Parent-mediated intervention for one-year-olds screened as at-risk for autism Spectrum disorder: A randomized controlled trial. Journal of Autism and Developmental Disorders, 47, 3520–3540. https://doi.org/10.1007/s10803-017-3268-0

    Article  Google Scholar 

  • Wetherby, A. M., Guthrie, W., Woods, J., Schatschneider, C., Holland, R. D., Morgan, L., & Lord, C. (2014). Parent-implemented social intervention for toddlers with autism: An RCT. Pediatrics, 134, 1084–1093. https://doi.org/10.1542/peds.2014-0757

    Article  Google Scholar 

  • Wetherby, A. M., & Prutting, C. A. (1984). Profiles of communicative and cognitive-social abilities in autistic children. Journal of Speech, Language, and Hearing Research, 27(3), 364–377.

    Google Scholar 

  • Wetherby, A. M., Woods, J., Guthrie, W., Delehanty, A., Brown, J. A., Morgan, L., … Lord, C. (2018). Changing developmental trajectories of toddlers with autism Spectrum disorder: Strategies for bridging research to community practice. Journal of Speech, Language, and Hearing Research, 61, 2615–2628. https://doi.org/10.1044/2018_JSLHR-L-RSAUT-18-0028

    Article  Google Scholar 

  • Wetherby, A. M., & Woods, J. J. (2006). Early social interaction project for children with autism Spectrum Disorders beginning in the second year of life: A preliminary study. Topics in Early Childhood Special Education, 26, 67–82. https://doi.org/10.1177/02711214060260020201

    Article  Google Scholar 

  • Whalen, C., Schreibman, L., & Ingersoll, B. (2006). The collateral effects of joint attention training on social initiations, positive affect, imitation, and spontaneous speech for young children with autism. Journal of Autism and Developmental Disorders, 36, 655–664. https://doi.org/10.1007/s10803-006-0108-z

    Article  Google Scholar 

  • Wong, C. S. (2013). A play and joint attention intervention for teachers of young children with autism: A randomized controlled pilot study. Autism, 17, 340–357. https://doi.org/10.1177/1362361312474723

    Article  Google Scholar 

  • Zhou, B., Xu, Q., Li, H., Zhang, Y., Wang, Y., Rogers, S. J., & Xu, X. (2018). Effects of parent-implemented early start Denver model intervention on Chinese toddlers with autism Spectrum disorder: A non-randomized controlled trial. Autism Research, 11, 654–666. https://doi.org/10.1002/aur.1917

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, USA

    Giacomo Vivanti & Hongxuan Nicole Zhong

Authors
  1. Giacomo Vivanti
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Hongxuan Nicole Zhong
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Giacomo Vivanti .

Editor information

Editors and Affiliations

  1. AJ Drexel Autism Institute, Drexel University, Philadelphia, PA, USA

    Giacomo Vivanti

  2. Lynch School of Education and Human Development, Boston College, Chestnut Hill, MA, USA

    Kristen Bottema-Beutel

  3. UNC TEACCH Autism Program, The University of North Carolina School of Medicine, Chapel Hill, NC, USA

    Lauren Turner-Brown

Rights and permissions

Reprints and permissions

Copyright information

© 2020 Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Vivanti, G., Zhong, H.N. (2020). Naturalistic Developmental Behavioral Interventions for Children with Autism. In: Vivanti, G., Bottema-Beutel, K., Turner-Brown, L. (eds) Clinical Guide to Early Interventions for Children with Autism. Best Practices in Child and Adolescent Behavioral Health Care. Springer, Cham. https://doi.org/10.1007/978-3-030-41160-2_6

Download citation

Publish with us

Policies and ethics

Search

Navigation