A recent article in Science Blog described a study pubished in Pediatrics that discussed the Early Start Denver Model, “which combines applied behavioral analysis (ABA) teaching methods with developmental ‘relationship-based’ approaches.”
“This is the first controlled study of an intensive early intervention that is appropriate for children with autism who are less than 2½ years of age. Given that the American Academy of Pediatrics recommends that all 18- and 24-month-old children be screened for autism, it is crucial that we can offer parents effective therapies for children in this age range,” said Geraldine Dawson, Ph.D., chief science officer of Autism Speaks and the study’s lead author. “By starting as soon as the toddler is diagnosed, we hope to maximize the positive impact of the intervention.”
It comes to mind again the relavance of making ontogenetic interventions (early childhood interventions) without an evolutionary model. How might an understanding of what humans needed several thousand generations ago be connected to what a toddler needs today? This seems particularly important when working on language, socialization, and theory of mind issues.
Consider a model of early childhood delelopment connected to evolutionary development, not unlike the exact paradigm Piaget played with, except one that takes into consideration particularly practices that might be necessary for those having difficulty with the conventional transitions.
