Document Type : Original Article
Authors
1 Department of Clinical Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran.
Abstract
Background and Purpose: Symptoms of autism spectrum disorder emerge early in childhood, restricting or impairing daily functioning. Early identification of autism along with the provision of timely, appropriate interventions improves their quality of life. Therefore, the present study aimed to determine the effectiveness of the Early Start Denver Model (ESDM) on reducing autism symptoms and challenging behaviors in autistic children in Isfahan.
Method: The present study was quasi-experimental with a pretest-posttest design and a control group. The statistical population comprised children diagnosed with autism spectrum disorder in Isfahan. Among autism rehabilitation centers, one center was selected through convenience sampling. Thirty children with a diagnosis of autism were randomly selected and assigned to experimental and control groups. Research instruments included the Gilliam Autism Rating Scale (GARS, 2006) and the Child Challenging Behavior Scale (Brookman-Frazee, Haine, Baker-Ericzen, & Garland / Brook Taylor et al., 2009). The experimental group received 12 sessions of Early Start Denver intervention, and data were analyzed using multivariate analysis of covariance (MANCOVA) in SPSS-28.
Findings: The findings revealed that the Early Start Denver intervention was effective on autism symptoms, including stereotyped behaviors, communication, and social interaction (p < 0.05), but had no significant effect on the developmental disturbances subscale (p > 0.05). Furthermore, this intervention was effective in reducing challenging behaviors (p < 0.05).
Conclusion: By targeting imitation, verbal and nonverbal communication, joint attention, social development, and play, the Early Start Denver intervention reduces autism symptoms and decreases challenging behaviors. Additionally, by strengthening imitative, symbolic, and exploratory play, the Denver intervention enhances child-parent and peer interactions, improves the ability to engage in more complex communication and interaction, and reduces the occurrence of challenging behaviors
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