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Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial
Journal article   Peer reviewed

Outcomes of children receiving Group-Early Start Denver Model in an inclusive versus autism-specific setting: A pilot randomized controlled trial

Giacomo Vivanti, Cheryl Dissanayake, Ed Duncan, Jessica Feary, Kristy Capes, Shannon Upson, Catherine A Bent, Sally J Rogers, Kristelle Hudry and Victorian ASELCC Team
Autism : the international journal of research and practice, v 23(5), pp 1165-1175
Jul 2019
DOI: https://doi.org/10.1177/1362361318801341
PMID: 30296845
Featured in Collection :   UN Sustainable Development Goals @ Drexel

Abstract

Early Start Denver Model community participatory research social inclusion pilot randomized controlled trial early intervention autism
A major topic of debate is whether children with autism spectrum disorder should be educated in inclusive or specialized settings. We examined the feasibility and preliminary effectiveness of delivering the Group-Early Start Denver Model to children with autism spectrum disorder in inclusive versus specialized classrooms. We randomly assigned 44 preschoolers with autism spectrum disorder to receive the Group-Early Start Denver Model across one school calendar year in classrooms that included only children with autism spectrum disorder or mostly children who were typically developing. Blind-rated indicators of teaching quality showed similar results across settings, which were above the local benchmark. Children showed improvements across blinded proximal measures of spontaneous vocalization, social interaction, and imitation and across distal measures of verbal cognition, adaptive behavior, and autism symptoms irrespective of intervention setting. Mothers of participants experienced a reduction in stress irrespective of child intervention setting. Across both settings, age at intervention start was negatively associated with gains in verbal cognition. Delivery of Group-Early Start Denver Model in an inclusive setting appeared to be feasible, with no significant differences in teaching quality and child improvements when the program was implemented in inclusive versus specialized classrooms.

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61 citations in Web of Science
70 citations in Scopus

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UN Sustainable Development Goals (SDGs)

This publication has contributed to the advancement of the following goals:

#3 Good Health and Well-Being

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Collaboration types
Domestic collaboration
International collaboration
Web of Science research areas
Psychology, Developmental
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