Objectives: The first aim was to evaluate whether the ESDM could be disseminated to Italian professionals. The second aim was to examine the progress of the children enrolled in the study.
Methods: Participants comprised 10 toddlers and preschoolers diagnosed with an ASD aged between 24- to 44 months. Autism diagnoses were confirmed with the Autism Diagnostic Observation Schedule, and cognitive abilities were assessed using the Griffiths Developmental Quotient. Children participated in the “Learning ESDM” treatment, an ESDM based intervention in which therapists were learning the model. Children received between 5 to 10 hrs of treatment per week for 6 months and were assessed at entry, after 3 months, and at the end of the intervention.
Results: Preliminary results show that children are making progress as demonstrated by gains on the ESDM Curriculum Checklist and on the Griffiths Developmental Quotient. Therapists are learning the model as demonstrated by improvements on the ESDM fidelity measure.
Conclusions: Our preliminary results suggest that it is possible to learn and deliver the ESDM intervention in an Italian research centre. Children’s progress provides support for the ESDM as an effective early intervention model. Establishing the feasibility and the effectiveness of the ESDM in our study represents an important step toward wider access to this evidence-based model outside the United States.