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

Vivanti, Giacomo; Dissanayake, Cheryl; Duncan, Ed; Feary, Jessica; Capes, Kristy; Upson, Shannon; Bent, Catherine A.; Rogers, Sally J.; Hudry, Kristelle

doi:10.1177/1362361318801341

Cited by 60 publications

(79 citation statements)

References 44 publications

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“…Then, analyses conducted on early intervention experiences found that those who no longer had ASD were more likely to have had EI between ages 2 and 3 compared to those who were in the ASD group . Vivanti et al (2018) [ 59 ]: this was an RCT comparing ESDM in an inclusive classroom setting ( N = 22) to one that was segregated, that is, only toddlers with ASD attended ( N = 22). The follow-up period was nine months (one school calendar year).…”

Section: Resultsmentioning

confidence: 99%

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Is Earlier Better? The Relationship between Age When Starting Early Intervention and Outcomes for Children with Autism Spectrum Disorder: A Selective Review

Towle

Patrick

Ridgard

et al. 2020

Autism Research and Treatment

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Although the conventional wisdom is that “earlier is better” when it comes to intervention for children with ASD, it is not clear what evidence exists to support this notion. This review examined a group of studies that addressed outcomes for young children with ASD who started early intervention at a range of ages. The review was selective by including only papers that examined the age of initiation of treatment as well as baseline cognitive, language, or adaptive level and, in addition, employed a method to control for the covariance between early ability level and age of beginning intervention. Fourteen studies were identified and then compared on methods and outcomes. The support for “earlier is better” was mixed, but it was clear that complex relationships among predictor variables need to be explored in order to understand the role of age of starting early intervention for later outcomes.

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Section: Resultsmentioning

confidence: 99%

“…Vivanti et al (2018) [ 59 ]: this was an RCT comparing ESDM in an inclusive classroom setting ( N = 22) to one that was segregated, that is, only toddlers with ASD attended ( N = 22). The follow-up period was nine months (one school calendar year).…”

Section: Resultsmentioning

confidence: 99%

Is Earlier Better? The Relationship between Age When Starting Early Intervention and Outcomes for Children with Autism Spectrum Disorder: A Selective Review

Towle

Patrick

Ridgard

et al. 2020

Autism Research and Treatment

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“…In three studies, measures of initial target learning and generalisation were included but the measure of initial target learning evidenced no effect (i.e. no evidence of initial target learning occurring), and therefore these were also excluded [Gould, ; Poslawsky et al, ; Vivanti et al, ]. The measures included in these studies are reported in Table S1.…”

Section: Methodsmentioning

confidence: 99%

Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism

et al. 2020

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Researchers have generally considered autistic individuals to have difficulties generalising learned skills across novel contexts. Successful generalisation is necessary for an intervention to have benefits in everyday life beyond the original learning environment. We conducted a systematic review of randomised controlled trials of early social communication interventions for children with autism in order to explore generalisation and its measurement. We identified nine RCTs that provided evidence of initial target learning and measured generalisation, of which eight demonstrated at least some successful generalisation across people, settings, and/or activities. The findings did not support the widely reported generalisation ‘difficulties’ associated with autism. However, generalisation was not consistent across all skills within studies, and one study found no generalisation despite evidence for initial target learning within the intervention context. In general, there are few methodologically sound social communication intervention studies exploring generalisation in autism and no consensus on how it should be measured. In particular, failure to demonstrate initial learning of target skills within the intervention setting and an absence of formal mediation analyses of the hypothesised mechanisms limit current research. We outline a framework within which measurement of generalisation can be considered for use in future trials. To maximise the effectiveness of interventions, the field needs to gain a better understanding of the nature of generalisation among autistic individuals and what additional strategies may further enhance learning. Autism Res 2020, 13: 506–522. © 2020 The Authors. Autism Research published by International Society for Autism Research published by Wiley Periodicals, Inc. Lay Summary It is generally considered that autistic individuals experience difficulties applying things they have learned in one context into different settings (e.g. from school to home). This is important to consider for intervention studies. Our review does not support a complete lack of generalisation but instead suggests that after early social communication intervention, autistic children can transfer some skills to new contexts. Overall, there is limited research in this area and further work is needed.

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“…The rationale for not providing explicit instructions and not using verbal communication was to avoid the confounding factor of understanding verbal instructions, given the severe communication difficulties in the ASG. This procedure has been used in previous research involving children with severe neurodevelopmental disorders, with data indicating that the paradigm used in the study was successful in eliciting spontaneous imitation in the absence of specific verbal instructions 57,58 . The rationale for using arbitrary actions rather than the action most commonly associated with the object (e.g., placing a container on the shoulder instead of opening the container) was to ensure that the child's actions reflected imitation, rather than being merely triggered by the objects' affordance.…”

Section: Study 1-imitation Live (3d)mentioning

confidence: 99%

Imitation in Angelman syndrome: the role of social engagement

Micheletti

Vivanti

Renzetti

et al. 2020

Sci Rep

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Individuals with Angelman syndrome (AS) are characterized by severe cognitive impairments alongside an enhanced drive for social engagement. As knowledge on imitation skills in this population is limited, we conducted the first controlled study of imitation in AS. We examined how 23 individuals with AS and 21 typically developing young children with similar mental age imitated novel actions in response to socially or non-socially engaging models, and in response to video-recorded versus live demonstrations of novel actions. Individuals with AS imitated as frequently and as accurately as typical young children in response to live demonstrations; but they imitated less frequently and less accurately in response to video-recorded demonstrations. Further, imitation was modulated by whether the demonstrator was socially engaging or emotionally neutral in the AS group, while this modulation was not present in the comparison group. Individuals with higher mental age imitated more frequently and more accurately across groups. Imitation performance in AS appears to be more modulated by the social context compared to typical infants and young children with similar mental age, possibly reflecting an enhanced drive for social engagement. A socially engaging instructional style might facilitate imitative learning in this population.

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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

Abstract: The question of whether children with disabilities, such as autism spectrum disorder (ASD), should be educated in inclusive or special settings has been the subject of longstanding debate (

Cited by 60 publications

References 44 publications

Is Earlier Better? The Relationship between Age When Starting Early Intervention and Outcomes for Children with Autism Spectrum Disorder: A Selective Review

Is Earlier Better? The Relationship between Age When Starting Early Intervention and Outcomes for Children with Autism Spectrum Disorder: A Selective Review

Beyond intervention into daily life: A systematic review of generalisation following social communication interventions for young children with autism

Imitation in Angelman syndrome: the role of social engagement

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