Document Type
Abstract
Publication Date
1-2020
Academic Year
2019-2020
Abstract
Introduction: There is very little research on the use of sustained attention as an outcome predictor for the Early Start Denver Model (ESDM). We hypothesized that a child’s level of sustained attention prior to therapy will correlate with positive ESDM outcomes.
Methods: 10 pre-preschool age children with a diagnosis of autism spectrum disorder received one year of ESDM therapy. A novel coding scheme was developed to evaluate each child’s pre-treatment level of sustained attention. Mullen Scales of Early Learning were evaluated prior to and after one year of ESDM. Pre-treatment levels of sustained attention were compared to pre-and post-treatment Mullen scores. Sustained attention was evaluated as an outcome predictor for ESDM.
Results: Preliminary results identified a positive correlation between the duration of an episode of sustained attention and the pre- and post-treatment Mullen scores. A positive correlation was also identified between the functional use of an object during an episode of sustained attention and the pre- and post-treatment Mullen scores.
Conclusion: Preliminary results support the hypothesis that a child’s level of sustained attention prior to therapy will correlate with positive ESDM outcomes. More participants are required to confirm the significance of the preliminary results.
Recommended Citation
McLeod, Katherine and Vivanti, PhD, Giacomo, "Effect of sustained attention on Early Start Denver Model outcomes" (2020). Phase 1. Paper 20.
https://jdc.jefferson.edu/si_phr_2022_phase1/20
Language
English
