An Effective Day Treatment Model for Young Children with Pervasive Developmental Disorders
Abstract
A day treatment program was provided for 31 children (ages 2 through 6) with DSM-III diagnoses of infantile autism or pervasive developmental disorder. The main intervention strategies were use of positively charged affective experiences to aid the development of close interpersonal relationships, use of play in all its interpersonal, cognitive, and structural variety, and a pragmatics-based language therapy model delivered within a highly predictable and carefully structured milieu. Over a 6-month intervention period, subjects demonstrated significant treatment effects in cognition, perceptual/fine motor, social/emotional, and language skills, which were maintained or increased over a 12- to 18-month treatment period. Play skills increased significantly in symbolic complexity, symbolic agency, and symbolic substitutions. Additionally, there was significant reduction of autistic symptomology.
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Preliminary data are available for the efficacy of the Denver model, with reports of positive outcomes in cognitive, social, language and play skills, as well as a reduction in ASD symptomatology, in children with ASD.
“Preliminary data are already available for the efficacy of the Denver model [16,17] with reports of positive outcomes in cognitive, social, language and play skills, as well as a reduction in ASD symptomatology, in children with ASD.”
From Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. (2013) · cites this paper as [16]
The Rogers and Lewis study of 31 children (mean age 45 months) using the Denver Model with a staff-to-child ratio of 1:2 and groups of six found significant improvement in play skills and reduction in autism symptoms.
“The Rogers and Lewis [16] study of 31 children (mean age 45 months), which employed a staff-to-child ratio of 1:2 with children treated in groups of six using the Denver Model, found significant improvement in play skills and reduction in autism symptoms.”
From Clinical outcomes of an early intervention program for preschool children with Autism Spectrum Disorder in a community group setting. (2013) · cites this paper as [16]
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- Authors
- ROGERS, S. J., & LEWIS, H.
- Affiliations
- University of Colorado Health (US)
- Corresponding author
- ROGERS, SALLY J.
- ORCID
- ROGERS, SALLY J.
- Venue
- Journal of the American Academy of Child & Adolescent Psychiatry
- Publisher
- Elsevier BV
- Published
- 1989-03
- Volume
- 28
- Issue
- 2
- Pages
- 207-214
- ISSN
- 0890-8567 (ISSN-L)
- OpenAlex
- W2087362682
- Cited by
- 283
- References
- 35
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 1 · 2023: 2 · 2022: 57 · 2021: 5 · 2020: 4 · 2019: 8 · 2018: 6 · 2017: 6 · 2016: 7 · 2015: 11 · 2014: 9 · 2013: 8 · 2012: 11
- FWCI
- 1.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of the American Academy of Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- day treatment, pervasive developmental disorders, infantile autism, young children, play therapy, emotional experience, interpersonal relationships, pretend play, socioemotional skills, language skills, maintenance therapy
- MeSH terms
- Affect, Autistic Disorder, Child, Child Development Disorders, Pervasive, Child, Preschool, Day Care, Medical, Female, Humans, Language Therapy, Male, Play and Playthings, Symbolism
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