The Early Start Denver Model (ESDM)

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An evidence-based and neurodiversity-affirming model of inclusive early learning The Early Start Denver Model (ESDM) was brought into Australia in 2009 by a collaboration between La Trobe University, University of NSW and KU Children’s Services to be embedded in the Federally funded Autism Specific Early Learning and Care Centres (ASELCCS) in Liverpool and Melbourne. The ASELCCS were developed under a Department of Social Services initiative, established in each state of Australia, by the Helping Children with Autism Funding (HCWA). 

At the heart of the ESDM is the empirical knowledge base of infant-toddler learning and development principles. ESDM practices are based on replicated evidence from research on early childhood learning and development learning. The ESDM was chosen as the intervention of choice because of its high level of scientific evidence for autistic children under the age of 6. It was also chosen because of its direct alignment with the Early Years Curriculum Framework. As a naturalistic play and routines-based early education approach specifically designed for supporting autistic children in community settings, it was appropriate to embed it in Mainstream Early Childhood Education and Care Settings,  Intervention Programs, Therapy Clinics, and the Family Home. Therefore, it was the most suitable choice for the ASELCCs. 

To deliver the ESDM, you need to be trained and Certified by a UC Davis Certified ESDM Trainer (4 of us active in Australia). This is usually a 12 month fully supervised process to reach Certification in the model, that follows on from 30-hours of Introductory and Advanced workshops. Once Certified, the practitioner’s name is displayed on the ESDM.co website all over the world. At the time of writing this position statement, there are 164 Certified Therapists in Australia. Ongoing effectiveness and adherence to the delivery of this approach can be evaluated by using the ESDM Fidelity Rating Scale (Rogers & Dawson, 2010). This measures adult fidelity at using key teaching principles and has contributed to the high level of scientific evidence supporting this model. 

Of equal importance, this model needs to be delivered by a multi-disciplinary team of allied health practitioners, including Speech Therapists, Occupational Therapists, Psychologists as well as Early Childhood Teachers, each also trained to the level of a Certified ESDM Therapist. Multi-disciplinary support and advice can also come from outside the organisation, via the child’s regular therapist. 

The teaching principles used in this model are informed by expertise from early childhood education and allied health professions. There are numerous ESDM manuals and resources to support tailoring therapy to everyday contexts, such as families, early childhood education and allied health service providers. 

Major learning goals include skills that enable bi-directional social learning and engagement in naturalistic play and cooperative activities. Play is the natural medium of learning for all young children, so is used as the most natural medium for neurodivergent children accessing this early education approach. Through play and daily routines, we can embed all of the child’s goals, whether it is via object focused play, caregiver mediated play, or peer play and daily routines, for example meals, dressing and bathing. 

Becoming a connected and responsive play partner with neurodivergent children is the most beneficial starting point for their enjoyment of learning for life. All children of all abilities have the right to live their childhood in the most natural way and learn alongside their peers of similar age, using early learning approaches that are evidence-based and naturalistic, such as this one. 

The ESDM is an early education approach aiming to: 

• Support early childhood development 

• Support autonomy and self-expression 

• Enhance the child’s and family’s well-being and quality of life 

• Enable social inclusion across all settings 

• Foster full participation in learning and play 

The ESDM promotes practices that are rights-based, strengths-based and neurodiversity-affirming. It achieves this by: 

• building workforce capacity in professionals working with neurodivergent children 

• understanding and supporting co-regulation between the child and the adult 

• building the capacity of families to support their children’s well-being with independence and self-determination 

• supporting the development of socially inclusive community settings where children and families can participate fully and enjoy positive and reciprocal relationships. 

NB: While the ESDM initially utilised high-intensity delivery (i.e., 25 hours / per wk), recent ESDM research has focused on low intensity and inclusive community-based delivery. Many of these studies focus on the complementary combination of caregiver-mediated and lowintensity therapist-delivered interventions. This research highlights the model’s feasibility and applicability to the range of settings that children and their families access across their local communities, ensuring this model can be a neurodiverse affirming approach to early learning. 

It is also important to note that the best practice framework used in delivery of this model is ECIA (2016) National Guidelines: Best Practice in Early Childhood Intervention.

Authors: Australian based, University of California Davis Certified ESDM Trainers 

• Elizabeth Aylward: eaylward@uow.edu.au 

• Kristy Capes: kristy@growearlyautismsupports.com 

• Jasmine Holland: jholland@esdmtraining.com.au 

• Carolyne Jones: carolyne@growearlyautismsupports.com 

• Caroline de Fina: caroline.defina@earlystartaustralia.com.au