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Volume 16, Number 3 2014
Journal of Clinical Practice in Speech-Language Pathology
balloons, crash mats, cars, craft, dress-ups, puzzles,
books, drawing and sensory materials, bikes, slides,
figurines and CDs: all the usual things we expect to see in a
well-stocked childcare setting.
References
Granpeesheh, D., Dixon, D., Tarbox, J., Kaplan, A., & Wilke,
A. (2009). The effects of age and treatment intensity on
behavioural outcomes for children with autism spectrum
disorders.
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Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K.,
& Bishop, S. L. (2012).
Autism diagnostic observation
schedule (ADOS-2), Part 1: Modules 1–4
(2nd ed.). Los
Angeles, CA: Western Psychological Services.
Lord, C., Luyster, R. J., Gotham, K., and Guthrie, W.
(2012).
Autism diagnostic observation schedule, (ADOS-2),
Part II: Toddler module
(2nd ed.). Los Angeles, CA: Western
Psychological Services.
Mullen, E. M. (1995).
Mullen scales of early learning: AGS
edition
. Circle Pines, MN: American Guidance Service.
Odom, S., Boyd, B., Hall, H., & Hume, K. (2014).
Comprehensive treatment models for children and youth
with autism spectrum disorders. In F. R. Volkmar, R. Paul,
S. J. Rogers, & K. A. Pelphrey (Eds.),
Handbook of autism
and pervasive developmental disorders
(4th ed., Vol. 2,
770–787). Hoboken, NJ: Wiley.
Perry, A., Flanagan, H. E., Dunn Geier, J., & Freeman,
N. L. (2009). Brief report: The Vineland adaptive behaviour
scales in young children with autism spectrum disorders
at different cognitive levels.
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Developmental Disorders
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Peters-Scheffer, N., Didden, R., Korzilius, H., & Matson,
J. (2012). Cost comparison of early intensive behavioral
intervention and treatment as usual for children with
autism spectrum disorder in the Netherlands.
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Rogers, S. (2013). Early Start Denver Model. In
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Rogers, S. & Dawson, G. (2010a).
Early Start Denver Model
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New York, NY: The Guildford Press.
Rogers, S. J., Hayden, D. Hepburn, S., Charlifue-Smith,
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children with autism useful speech: A pilot study of the
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Wiig, E., Secord, W., & Semel, E. (2006).
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setting. Children are assessed using the Autism Diagnostic
Observation Schedule (ADOS; Lord, Rutter et al., 2012;
Lord, Luyster, Gotham, & Guthrie, 2012), the Mullen Scales
of Early Learning (Mullen, 1995) and the Vineland Adaptive
Behaviour Scales (Perry, Flanagan, Geier, & Freeman,
2009). Other, discipline-specific tests are used as needed
(e.g. for funding applications, or to support goal writing for
children with higher verbal skills) including the Clinical
Evaluation of Language Fundamentals – Preschool
(CELF-P2; Wiig, Secord, & Semel, 2006).
All modules of ADOS-2 are available for $2812 at ACER:
https://shop.acer.edu.au/acer-shop/group/ADOS2 . The
Mullen Scales are available for $1683 at Pearson: https://
www.pearsonclinical.com.au/products/view/345. Vineland
starter kits are available from $357 at Pearson: https://
www.pearsonclinical.com.au/products/view/244. And
CELF-P2 is available for $990 at Pearson: https://www.
pearsonclinical.com.au/products/view/84
6 Energy, imagination and a sense of
adventure!
These “tools” are very important when working with young
children and the group setting can be particularly
challenging at times. We often need to work hard to build
rapport with our children and motivate them to learn, and
the ESDM is very big on keeping play exciting and varied.
As an intensive therapy setting, it is crucial that we maintain
effective therapy for the 25 hours per week provided. This
takes energy, imagination and a sense of adventure.
7 Sensory social routines
Sensory social routines (SSRs) are a key component of
ESDM, and similar activities are seen in many other therapy
approaches. SSRs use fun, person-to-person play such as
tickles, swinging in the air or peekaboo, to promote social
attention and interaction. They are often the “way in” when
working with children who are object-focused or socially
avoidant, allowing us to target skills in multiple domains. We
aim to engage children in a variety of SSRs and elaborate
on them to achieve more diverse teaching and encourage
flexibility and generalisation.
8 Peers
Children with ASD have increased difficulty interacting with
their peers. In a group setting, other children provide
endless opportunities for spontaneous and exciting play, as
well as structured practice of social exchanges that are not
available in a 1:1 setting.
9 Video
Whether it is for self-reflection, team communication or
training other professionals, video is a confronting but
extremely powerful resource in any therapeutic setting. We
use handycams and security surveillance cameras to record
our intervention regularly. Video is also useful in detailed
assessment of motor speech, as required in PROMPT
therapy.
10 Toys
Our children love new, exciting toys and our store
cupboards are overflowing with dolls, blocks, bubbles,
Correspondence to:
Katherine Pye
Speech Pathologist
Vic ASELCC, La Trobe University
e-mail:
website:
