Early Start Denver Model for Young Children with Autism: Promoting Language, Learning, and Engagement

The following was not written by myself; but by:
Sally J. Rogers, PhD & Geraldine Dawson, PhD
“This book marks a very significant milestone in the development of appropriate interventions for young children with autism spectrum disorders. The integration of goals and teaching strategies from developmental, behavioral, and context-oriented approaches is unique. The chapters on theory will press even experienced interventionists to think about what they are attempting and why, and the detailed descriptions of activities show exactly how theory meets practice. With multisite research underway to test the encouraging results of early studies, this manual will enable interventionists to think more broadly; choose
concrete, measurable, and useful goals for each child; and collaborate across disciplines within a comprehensive intervention framework.”

Working Paper #9: Persistent Fear and Anxiety Can Affect Young Children’s Learning and Development

Working Paper #9: Persistent Fear and Anxiety Can Affect Young Children’s Learning and Development: "Ensuring that young children have safe, secure environments in which to grow, learn, and develop healthy brains and bodies is not only good for the children themselves but also builds a strong foundation for a thriving, prosperous society. Science shows that early exposure to circumstances that produce persistent fear and chronic anxiety can have lifelong consequences by disrupting the developing architecture of the brain. Unfortunately, many young children are exposed to such circumstances. This report from the National Scientific Council on the Developing Child summarizes in clear language why, while some of these experiences are one-time events and others may reoccur or persist over time, all of them have the potential to affect how children learn, solve problems, and relate to others."

This is excellent but is not my work.  Please click on the link to read the whole article.

Better and more effective intervention for much less money, commonly as little as 20% of what is often currently being spent.

Evidence Based Family Centered Practice, sometimes called Coaching and sometimes provided through P.L.A.Y.; but which comes in many effective and proven forms and models which include contextualized routine based interventions is very often the most effective and cost efficient intervention for children with developmental disabilities and/or mental health concerns. All of these variations require extensive family involvement and responsibility; but generally speaking only minor alterations in environment and schedule, especially for parents who normally wish to spend both quality and quantity time with their children. The biggest difference isn’t so much what you do; but how you do it, and how you interact to enhance your child’s best behavior, functional skills, and relationships.


Frequently the best intervention to accomplish these outcomes is through consultation and education with limited direct interaction between the therapist and the child and more interaction between the parent and child with some observation, consultation, and even demonstration on the part of the therapist.