Outcomes and moderators of Early Start Denver Model intervention in young children with autism spectrum disorder delivered in a mixed individual and group setting

Annarita Contaldo, Costanza Colombi, Caterina Pierotti, Patrizia Masoni, Filippo Muratori

Research output: Contribution to journalArticle


Several studies have shown the efficacy and effectiveness of the Early Start Denver Model, both in university and in community-based settings. However, a limited number of studies have investigated predictors of outcomes. In this study, we examined outcomes in 32 children diagnosed with autism spectrum disorder after 1 year of community-based Early Start Denver Model intervention, with the aim to identify predictors of treatment objectives acquisition, as measured by the Early Start Denver Model Curriculum Checklist. At a group level, the participants demonstrated improvement in their communication as well as adaptive functioning skills, while they showed a decrease in symptom severity. The large heterogeneity in outcomes identified was related to the pre-treatment non-verbal abilities, symptom severity, action and gesture repertoire, and lexical comprehension. We discussed our results in terms of implications for developing “personalized” interventions for children with autism spectrum disorder.

Original languageEnglish
Publication statusAccepted/In press - Jan 1 2019



  • autism spectrum disorder
  • early intervention
  • Early Start Denver Model
  • predictors

ASJC Scopus subject areas

  • Developmental and Educational Psychology

Cite this