Implementing the Group-Based Early Start Denver Model for Preschoolers with Autism. (2016)

• Record Type: Book
• Further Information: Note: Giacomo Vivanti [and 3 others].
• Authors: Vivanti, Giacomo
• Other Names: Duncan, Ed; Dawson, Geraldine; Rogers, Sally J
• Contents: Foreword; Acknowledgments; Contents; Authors and Contributors; 1 Early Learning in Autism; Early Development and Learning; Learning from Peers; Brain and Cognitive Foundations of Early Learning; Summary of Early Learning in Typical Development; Learning in Autism Spectrum Disorder; What Causes Autism?; How Does Autism Disrupt Learning?; Autism and Learning: What Is the Role for Education?; Conclusions; References; 2 The Group-Based Early Start Denver Model: Origins, Principles, and Strategies; Why Treat Autism?; Why Early and Intensive Treatment?; Why the Early Start Denver Model? Principles of the ESDMDevelopmental Sequences; Joint Activity Routines; Use of Child-Preferred Activities for Meaning, Motivation, and Reward; Embedded Learning Within Joint Activity Routines; From ESDM to G-ESDM; Potential Concerns About Group Interventions for Autism; Individualization Is not Incompatible with Group Implementation; The Group Delivery of the ESDM Is not a Diluted Version of the 1:1 Delivery; Receiving Therapy in a Group Setting Is not Incompatible with Mainstream Inclusion; Children with Autism Do not Copy Each Other's Maladaptive Behaviors in Group Settings. Delivering Therapy in a Group Setting Does not Mean that the Caregivers Are not InvolvedConclusions; References; 3 Creating Treatment Objectives in the G-ESDM; Individual Learning Objectives in G-ESDM; Constructing Learning Objectives; Identifying the Criterion that Defines Mastery of the Objective and Steps; Environmental Considerations-Not All Settings Provide the Same Opportunities to Target Individual Goals; What Gets Measured Get Improved: Collecting Data in the G-ESDM; When to Take Data; How to Take Data; Data at the End of the Day; Data Tracking in G-ESDM-Some Practical Considerations. ConclusionsReferences; 4 Setting up the G-ESDM Team and Learning Environment; Designing the G-ESDM Team; Transdisciplinary Team Approach; Transdisciplinary Practice in Action-Going Beyond the 'Specialist Role'; Designing the G-ESDM Classroom; Organizing Physical Spaces Around Clear Purposes and Motivation; Decreasing the Competition for Attention; The Different Learning Areas in the G-ESDM Playroom; Play-Activity Centers; Small Circle and Large Group Areas; Other Areas; Transitions Between Areas; Questions that Can Help Arranging the Physical Space; Conclusions; References. 5 Development of the G-ESDM Classroom CurriculumCurricular Activities in the G-ESDM-Incorporating Individual Child Objectives Within Group Routines; Embedding Direct Teaching for Children with Autism Within Daily Routines; How to Make This Happen: Team Cooperation and Daily 'Symphony'; Supporting Transitions; Roles and Responsibilities in the G-ESDM; Lead; Invisible Support; Float; Is the Intervention Being Delivered as Planned? Fidelity Measures Within the G-ESDM; G-ESDM Classroom Implementation Fidelity Tool; G-ESDM Small Group Activity Fidelity Tool.
• Publisher Details: Cham, Switzerland : Springer Nature
• Publication Date: 2016
• Extent: 1 online resource
• Subjects: 618.9289142; Behavior therapy for children; Autism in children; Autism -- Treatment; Social service; Child psychology; School psychology; MEDICAL -- Gynecology & Obstetrics; Autism in children; Autism -- Treatment; Behavior therapy for children; Child psychology; School psychology; Social service; Electronic books
• Languages: English
• ISBNs: 9783319496917; 3319496913
• Related ISBNs: 9783319496900
• Notes: Note: Vendor-supplied metadata.
• Access Rights: Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
• Access Usage: Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.