Rogers, S. J., & Dawson, G. (2010).

Early start Denver model for young children with autism:

Promoting language, learning and engagement. New York, NY: The Guildford Press.

Rogers and Dawson (2010) provide a detailed overview of the Early Start Denver Model
(ESDM); it covers the models foundations in ABA and child development, the scientific
literature related to this model, as well as instructions on how to use its associated curriculum.
This ESDM is designed to be used with young children with autism (under age 5; Rogers &
Dawson, 2010); it prioritizes learning in the natural environment and emphasizes the importance
of the quality of relationships with the child, with focus on the adults sensitivity and
responsivity to childs cues and affect. This book is an in-depth guide for practitioners looking to
use the ESDM to provide therapeutic services for toddlers and preschoolers with autism. It
explains and provides examples of how to use the curriculum, select teaching procedures, write
goals, monitor progress and troubleshoot challenges with implementing treatment goals in this
model.
The more recent development of very early diagnoses of autism necessitates that
interventions be designed to meet the specific needs of this young age-group (Schreibman et al.,
2015). It cannot be assumed the interventions designed and planned for older children will be as
effective or appropriate for infants and toddlers. There is a growing evidence base for using
naturalistic developmental behaviour interventions (NDBIs) with young children (Schreibman et
al., 2015) and the ESDM falls into this group. Rogers and Dawson (2010) help to elucidate the
research evidence of this model up to that point and build its reputation as a valid approach for
autism intervention, within the field of applied behaviour analysis (ABA). Furthermore, it
provides a way useful guide for ABA practitioners to refer to and guide their practice with very
young children. It supplements the curriculum checklist by including more than just a list of
targets organized in a chronological developmental order; it helps support practitioners in
making their treatment goals to be taught in as natural context as possible by providing a
decision-making protocol to reference as well as detailed considerations relevant to typical child
development. This emphasis on naturalistic teaching has been greatly appreciated by the families
in my practice, who find it more acceptable than their notions of discrete trial teaching. Another
key aspect that Rogers and Dawson (2010) emphasize is planning for generalization of skills
right from the start of all treatment goals; it provides practical suggestions on incorporating this
in regular clinical practice. Finally, Rogers and Dawson (2010) not only prescribe parental
involvement during this, but also provide helpful examples on how to include them in treatment.
Reading Rogers and Dawson (2010) has had a momentous impact on my clinical work.
This book was recommended to me when I started my masters degree at the beginning of my
internship as a junior ABA consultant. Up until that point, my work experience in the early
intensive behaviour intervention field had predominately been in more discrete trial teaching
models of ABA. This book heightened my interest in NDBIs, leading me to choose supervision
opportunities where I could learn to implement this model. Specifically, it helped to inspire an
appreciation of naturalistic teaching, and led me to have a greater awareness for the relevance of
adult responsivity and to child cues within the context of learning. Two years later, this is the
model I use most frequently with my clients. I frequently refer back to this book often when
writing treatment plans and when looking to improve a clients progression towards a goal. I
have since completed the introductory training in ESDM and plan to continue to pursue formal
supervision and training in this model, with the end goal of becoming ESDM certified.
 References

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