Soar Autism Center

Decades of research demonstrate that exploration, play, and social experiences are the primary vectors for learning in early childhood (Whitebread & Bingham, 2014). Typically developing children under 5 years of age often spend the majority of their day learning through play and shared experiences (Ginsburg, 2007). For children with autism, learning through shared interactions may be more difficult due to stronger preferences for objects, as well as the delayed development of joint attention and other related social skills (Mundy, Sigman, & Kasari, 1990). Intensive autism intervention often minimizes the role of learning through shared engagement in favor of Discrete Trial Teaching (DTT), which draws clear distinctions between learning and reinforcement contexts (Leave et al., 2012). The Early Start Denver Model (ESDM) offers an evidence-based alternative, with a strong emphasis on embedding learning opportunities into shared routines between adults and children (Dawson et al., 2010). ESDM is often labeled as “play-based” but is designed to go beyond play to focus on learning through familiar routines throughout the child’s day. 

This presentation will describe key principles of ESDM and offer practical strategies for behavior analysts interested in incorporating learning through shared engagement into their practice.

Learning objectives

1. Describe the importance of play and learning together in typical and autistic development

2. Identify key elements of embedded learning within ESDM-based intervention

3. Describe strategies to promote shared engagement during behavior technician-led sessions