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Enhancing Low-Intensity Coaching in Parent Implemented Early Start Denver Model Intervention for Early Autism: A
S J Rogers1, A Estes2, L Vismara3,4
1University of California Davis MIND Institute, Sacramento, CA, USA. sjrogers@ucdavis.edu.
Journal of Autism and Developmental Disorders
|September 12, 2018
Summary
An enhanced parent-implemented intervention for autism spectrum disorder (ASD) improved parent interaction skills more than a basic version. Child developmental gains were similar across both groups, but parent skill improvement linked to child progress.
Area of Science:
- Developmental Psychology
- Clinical Psychology
- Pediatric Medicine
Background:
- Parent-implemented interventions for toddlers with autism spectrum disorder (ASD) often struggle to show significant improvements over community treatments.
- Early intervention is critical for toddlers with ASD, yet optimal parent-delivered models require further investigation.
Purpose of the Study:
- To compare an enhanced parent-implemented Early Start Denver Model (P-ESDM) with a basic P-ESDM for toddlers with ASD.
- To assess the impact of enhanced P-ESDM on parent and child learning and developmental trajectories.
- To evaluate the sensitivity of proximal versus distal measures in detecting child behavior change.
Main Methods:
- A randomized comparative study involving 45 toddlers (12-30 months) diagnosed with ASD.
- Two groups received P-ESDM: a basic model (1.5h weekly clinic coaching) and an enhanced model (basic + motivational interviewing, multimodal tools, 1.5h weekly home visit).
- Intervention lasted 12 weeks, with frequent measurements of parent and child changes in multiple settings.
Main Results:
- Parents in the enhanced P-ESDM group showed significantly greater improvements in interaction skills compared to the basic group.
- Both intervention groups demonstrated significant developmental acceleration in children, with no significant differences in child outcomes between groups.
- A positive correlation was observed between the degree of parental interaction skill improvement and the rate of child progress on a proximal measure.
Conclusions:
- Enhanced P-ESDM effectively improves parent interaction skills in toddlers with ASD more than a basic model.
- While child developmental gains were comparable, the study highlights the link between parent skill acquisition and child progress on proximal measures.
- Parent satisfaction was reported in both intervention groups, suggesting feasibility and acceptance of parent-implemented approaches.
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