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Connect, Communicate, and Learn
Active Ingredients for Change
Young children learn best when having fun. Whether it is play, bath, meal time, or another routine, each moment can involve the ESDM to help children connect, communicate, and learn. See how you can get started with the ESDM with your child or the families whom you support in an early childhood learning environment.
Quick Tip
Find out how to use tips from the ESDM for early social-communication skills important to life-long learning, behavior, and health with your child or with families whom you support in an early childhood learning environment.
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Latest News
Read monthly research about intervention outcomes for children with or at risk of autism; coaching supports for their families; and/or family-centered, culturally inclusive coaching tools to help early childhood professionals support families. Each monthly article is publicly available for free access.
Read monthly research about intervention outcomes for children with or at risk of autism; coaching supports for their families; and/or family-centered, culturally inclusive coaching tools to help early childhood professionals support families. Each monthly article is publicly available for free access.
This month's Latest News indicates that a modular intervention, focusing on social communication and delivered 5-10 hours per week, is no less effective in enhancing adaptive behavior skills—such as communication, socialization, and daily living—compared to a comprehensive behavioral intervention provided for 15-20 hours per week.. This finding of similar intervention response is consistent with the Rogers et al. 2021 study that compared two doses (high and low) and two approaches (DTT and ESDM) in a younger sample of autistic toddlers.
Although both intervention approaches were well-received by providers, parents who initially favored the comprehensive intervention due to a "more is better" mindset struggled with the required time commitment. Conversely, parents who experienced the modular approach valued the lesser time requirement and the chance for increased participation from the 30-minutes-per-week coaching program.
The modular intervention also designated specific times for clinicians to introduce additional learning modules tailored to the needs of the child and family. For children, modules focusing on imitation skills and learning readiness were frequently chosen, while parents often selected modules addressing disruptive behavior and toilet training.
Click the article (to the right) to read more.
Although both intervention approaches were well-received by providers, parents who initially favored the comprehensive intervention due to a "more is better" mindset struggled with the required time commitment. Conversely, parents who experienced the modular approach valued the lesser time requirement and the chance for increased participation from the 30-minutes-per-week coaching program.
The modular intervention also designated specific times for clinicians to introduce additional learning modules tailored to the needs of the child and family. For children, modules focusing on imitation skills and learning readiness were frequently chosen, while parents often selected modules addressing disruptive behavior and toilet training.
Click the article (to the right) to read more.
Play of the Month
Play not only brings smiles to children's faces but also helps them learn, feel good about themselves, and enjoy the interaction that comes from doing something with someone. Join me each month for Play of the Month to try with your child or the families whom you support in early intervention or other early childhood learning environment.
Quick! Take a look around the room. What do you see all over the floor? I bet there is a good chance you responded, "toy cars, buses and trucks!" Children adore toy vehicles. Zooming, beeping, racing, crashing, parking. You name it. Toy cars can be used for all kinds of play: sensory play, learning, pretend play and outdoor time!
You can find a list of activity ideas here to help you discover what level of play your child or the children and families whom you support in early learning environment enjoy doing. Pay attention to what children like (or seem curious about) and follow their lead as long as you are a part of the action, too. Remember, the most important thing is for children to have fun doing this with you! Fun means engagement and that excites children's brains and bodies for meaningful learning to happen.
Simple play actions that encourage children to explore, use their senses, and move their bodies:
- Put together or pull apart track pieces ("Track. We pushed it together. You pulled it. It came off.")
- Push enough track pieces to make a snake and slide it around the room while someone chases it. ("It’s a snake. The snake is chasing you.")
- Build a circle and take it on and off your little one’s head to create a silly game. ("It’s a hat. The hat is on. The hat is off.")
- Drive the cars around the room talking about which direction or how fast you are going ("Go under the table and around the chair. Go slow, now fast!")
- Prop up a baking tray, stack of books, lid, or piece of cardboard for cars to drive up and down the ramp and see how fast cars can go. ("Up, up, up the ramp. Here it goes down.")
- Build a road for cars to drive on. ("We made a road for the cars.")
- Drive cars up and down the ramp. ("The car is up. It came down.")
- Drive cars over and under the bridge. ("The car is under. The car is going over the bridge.")
- Create a bigger bridge by taping both ends of a strip of track to two tables. Roll cars and balls across the bridge and have them drive under the bridge. ("Let's build a bridge. You hold the tracks together and I will tape them.")
- Slide little people or animals down the ramp or bridge. ("The girl is on top. She’s sliding down".)
- Create a bigger ramp by attach a long strip of track to a table with tape. Roll cars and balls down the ramp. ("It’s a ramp. The ramp is long. The ball is rolling down.")
- Build a ramp that ends in a bucket or container so you can dump the balls or cars out at the end. ("The car went in the bucket. It came out.")
Imaginary play that encourages children to make-believe and role-play:
- Build a corral for animals or a fence around a toy house. ("It’s a fence. The horses are inside.")
- Build a road and create a little city with houses and little people. ("The girl is walking on the road. She’s going to the store.")
- Make objects you can wear, such as necklaces, belts, and crowns. Pretend you are going to a fancy party and get dressed up! ("Look at my necklace! What do you want to make?")
- Fill a pan or tray with warm soapy water (bubble bath or dish soap works) and add cars. It also works with other mediums like sand, rice, dried beans, shredded paper, paints, or shaving cream. Add toy animals, a sponge or scoop to extend the fun. ("The cars are going through the car wash. Soap, soap, soap, now rinse it off.")
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