Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-05T08:57:11.302Z Has data issue: false hasContentIssue false
  • English
  • Français

Application of an Evidence-Based Early Intervention Model for Children With ASD in Mainstream Early Childhood Education and Care Settings via a Targeted Professional Development Program

Published online by Cambridge University Press:  26 July 2021

Elizabeth Aylward Open the ORCID record for Elizabeth Aylward [Opens in a new window]  and
Cathrine Neilsen-Hewett Open the ORCID record for Cathrine Neilsen-Hewett [Opens in a new window]
Elizabeth Aylward*
Affiliation:
University of Wollongong, Australia KU Children’s Services, Australia
Cathrine Neilsen-Hewett
Affiliation:
University of Wollongong, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Viewing all children as active participants in their own learning is central to inclusion. That children with atypical development experience a level of belonging that enables this in mainstream early childhood education and care (ECEC) settings remains a topic of hot debate and very much an unmet goal across the sector. Children with autism spectrum disorder (ASD), in particular, face significant challenges in ECEC settings, their educators continually seeking solutions for greater support. Given the escalating demand on mainstream ECEC settings to include these children, it was important to identify the specific supports needed by educators to achieve this with confidence and competence. This study investigated the outcomes of applying an evidence-based model of intervention to mainstream services via a targeted professional development program. Results of the study found that the benefits of engagement with mainstream ECEC settings extended beyond child outcomes to educators who were supported to develop the knowledge, understanding, and strategies to engage and teach children with ASD and manage their behaviours.

Keywords

Early Start Denver Modelprofessional developmentearly childhood interventionearly childhood education and careautism spectrum disorderinclusion
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 2 , December 2021 , pp. 135 - 149
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Michael Arthur-Kelly.

References

Australian Children’s Education and Care Quality Authority (ACECQA). (2012). National Quality Framework. Retrieved from https://www.acecqa.gov.au/national-quality-framework Google Scholar
Australian Government Department of Education and Training. (2006). Disability Standards for Education 2005. Retrieved from https://education.gov.au/disability-standards-education Google Scholar
Bene, K., Banda, D. R., & Brown, D. (2014). A meta-analysis of peer-mediated instructional arrangements and autism. Review Journal of Autism and Developmental Disorders, 1, 135–142. https://doi.org/10.1007/s40489-014-0014-9 CrossRefGoogle Scholar
Berg, W. K., Peck, S., Wacker, D. P., Harding, J., McComas, J., Richman, D., & Brown, K. (2000). The effects of presession exposure to attention on the results of assessments of attention as a reinforcer. Journal of Applied Behavior Analysis, 33, 463–477. https://doi.org/10.1901/jaba.2000.33-463 CrossRefGoogle ScholarPubMed
Blackmore, R., Aylward, E., & Grace, R. (2016). ‘One of the kids’: Parent perceptions of the developmental advantages arising from inclusion in mainstream early childhood education services. Australasian Journal of Early Childhood, 41(2), 13–17. https://doi.org/10.1177/183693911604100203 CrossRefGoogle Scholar
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE.Google Scholar
Dawson, G. (2008). Early behavioral intervention, brain plasticity, and the prevention of autism spectrum disorder. Development and Psychopathology, 20, 775–803. https://doi.org/10.1017/S0954579408000370 CrossRefGoogle ScholarPubMed
Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., … & Varley, J. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The Early Start Denver Model. Pediatrics, 125, e17–e23. https://doi.org/10.1542/peds.2009-0958 CrossRefGoogle ScholarPubMed
Department of Education, Employment and Workplace Relations for the Council of Australian Governments. (2009). Belonging, being and becoming: The early years learning framework for Australia. Retrieved from https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_australia.pdf Google Scholar
Eapen, V., Črnčec, R., & Walter, A. (2013). Clinical outcomes of an early intervention program for preschool children with autism spectrum disorder in a community group setting. BMC Pediatrics, 13, 1–9. https://doi.org/10.1186/1471-2431-13-3 CrossRefGoogle Scholar
Fulton, E., Eapen, V., Črnčec, R., Walter, A., & Rogers, S. (2014). Reducing maladaptive behaviors in preschool-aged children with autism spectrum disorder using the Early Start Denver Model. Frontiers in Pediatrics, 2, 1–10. https://doi.org/10.3389/fped.2014.00040 CrossRefGoogle ScholarPubMed
Giorgi, A. (2012). The descriptive phenomenological psychological method. Journal of Phenomenological Psychology, 43, 3–12. https://doi.org/10.1163/156916212X632934 CrossRefGoogle Scholar
Grace, R., Llewellyn, G., Wedgwood, N., Fenech, M., & McConnell, D. (2008). Far from ideal: Everyday experiences of mothers and early childhood professionals negotiating an inclusive early childhood experience in the Australian context. Topics in Early Childhood Special Education, 28, 18–30. https://doi.org/10.1177/0271121407313525 CrossRefGoogle Scholar
Hadley, F., Waniganayake, M., & Shepherd, W. (2015). Contemporary practice in professional learning and development of early childhood educators in Australia: Reflections on what works and why. Professional Development in Education, 41, 187–202. https://doi.org/10.1080/19415257.2014.986818 CrossRefGoogle Scholar
Heider, K. L. (2005). Teacher isolation: How mentoring programs can help. Current Issues in Education, 8(14), 1–8.Google Scholar
Hornby, G. (2014). Inclusive special education: Evidence-based practices for children with special needs and disabilities. New York, NY: Springer.CrossRefGoogle Scholar
Melhuish, E. (2014). The impact of early childhood education and care on improved wellbeing. In “ If you could do one thing …”: Nine local actions to reduce health inequalities (pp. 32–43). London, UK: British Academy.Google Scholar
NSW Department of Education. (2018). Early Childhood Education Workforce Strategy 2018-2022. Retrieved from https://education.nsw.gov.au/early-childhood-education/working-in-early-childhood-education/workforce-strategy Google Scholar
NSW Department of Education. (2019). Disability strategy. Retrieved from https://education.nsw.gov.au/teaching-and-learning/disability-learning-and-support/our-disability-strategy/disability-strategy Google Scholar
Roberts, J. M. A., & Williams, K. (with Smith, K., & Campbell, L.) (2016). Autism spectrum disorder: Evidence-based/evidence-informed good practice for supports provided to preschool children, their families and carers. Canberra, Australia: National Disability Insurance Agency.Google Scholar
Rogers, S. J., & Dawson, G. (2010). Early Start Denver Model for young children with autism: Promoting language, learning, and engagement. New York, NY: Guilford Press.Google Scholar
Rogers, S. J., Vivanti, G., & Roch, M. (2017). Helping young children with autism spectrum disorder develop social ability: The Early Start Denver Model approach. In Leaf, J. B. (Ed.), Handbook of social skills and autism spectrum disorder: Assessment, curricula, and intervention (pp. 197–222). Cham, Switzerland: Springer. https://doi.org/10.1007/978-3-319-62995-7_13 CrossRefGoogle Scholar
Siraj, I., Kingston, D., & Melhuish, E. C. (2015). Assessing quality in early childhood education and care: Sustained Shared Thinking and Emotional Well-Being (SSTEW) Scale for 2–5-year-olds provision. Stoke-on-Trent, UK: Trentham Books.Google Scholar
van Manen, M. (2007). Phenomenology of practice. Phenomenology & Practice, 1(1), 1–30. https://doi.org/10.29173/pandpr19803 Google Scholar
Vivanti, G., Dissanayake, C., & The Victorian ASELCC Team. (2016). Outcome for children receiving the Early Start Denver Model before and after 48 months. Journal of Autism and Developmental Disorders, 46, 2441–2449. https://doi.org/10.1007/s10803-016-2777-6 CrossRefGoogle ScholarPubMed
Vivanti, G., Dissanayake, C., Zierhut, C., Rogers, S. J., & The Victorian ASELCC Team. (2013). Brief report: Predictors of outcomes in the Early Start Denver Model delivered in a group setting. Journal of Autism and Developmental Disorders, 43, 1717–1724. https://doi.org/10.1007/s10803-012-1705-7 CrossRefGoogle Scholar
Vivanti, G., Kasari, C., Green, J., Mandell, D., Maye, M., & Hudry, K. (2018). Implementing and evaluating early intervention for children with autism: Where are the gaps and what should we do? Autism Research, 11, 16–23. https://doi.org/10.1002/aur.1900 CrossRefGoogle Scholar
Vivanti, G., Paynter, J., Duncan, E., Fothergill, H., Dissanayake, C., Rogers, S. J., & The Victorian ASELCC Team. (2014). Effectiveness and feasibility of the Early Start Denver Model implemented in a group-based community childcare setting. Journal of Autism and Developmental Disorders, 44, 3140–3153. https://doi.org/10.1007/s10803-014-2168-9 CrossRefGoogle Scholar
Vivanti, G., Trembath, D., & Dissanayake, C. (2014). Atypical monitoring and responsiveness to goal-directed gaze in autism spectrum disorder. Experimental Brain Research, 232, 695–701. https://doi.org/10.1007/s00221-013-3777-9 CrossRefGoogle ScholarPubMed