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

Contaldo et al. (2020) tracked kids with autism who got the Early Start Denver Model in real-world clinics. The program mixed one-on-one and small-group sessions for one full year.

The team wanted to know which kids gained the most. They looked at starting non-verbal skills and autism severity as possible predictors.

After a year, the whole group improved in talking, daily living skills, and autism scores. Yet gains were uneven.

Children who began with stronger non-verbal ability and milder symptoms made the biggest leaps. Kids low in both areas showed smaller changes.

Vivanti et al. (2013) tested only group ESDM and found that object use, goal understanding, and imitation predicted progress. The new study adds non-verbal skill and severity as key flags, updating the earlier picture.

Schertz et al. (2016) pooled many early autism programs and showed small but real language gains. Annarita’s results fall inside that range, giving ESDM parents a realistic benchmark.

Panganiban et al. (2025) recently showed that joint attention and play skill forecast fast response in minimally verbal children. Together these papers tell a simple story: check what the child already does well, then share clear expectations with families.

You can now tell parents, “Kids who point, build, or imitate early usually move faster in ESDM.” Use brief non-verbal tests and severity checklists at intake. If scores are low, set smaller, visible goals and celebrate each step. This honest preview keeps families engaged and reduces dropout.