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“ESDM, through its integrative approach to naturalistic, developmental–behavioral intervention, represented a paradigm shift for providers and caregivers when it first appeared. The second edition of this manual and the companion checklist expand the focus to younger children, among other revisions. All of us who work with and care about young autistic children will gain from ESDM’s innovative methods. The manual is filled with strategies leading to learning and fun, descriptions of activities and everyday materials that make the strategies possible, and insightful reminders of what we are trying to accomplish.”

—Catherine Lord, PhD, ABPP, George Tarjan Distinguished Professor of Psychiatry and Education, David Geffen School of Medicine, University of California, Los Angeles

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About the Authors

Sally J. Rogers, PhD, is Distinguished Professor Emeritus of Psychiatry at the MIND Institute, UC Davis Health, University of California, Davis. A developmental psychologist, she has been involved at the international level in major clinical and research activities on autism for many decades. She has served as president of the International Society for Autism Research (INSAR) and was a member of the DSM-5 Work Group on autism and other neurodevelopmental conditions. Dr. Rogers has spent her entire career studying cognitive and social-communicative development and intervention in young children with disabilities and has published over 300 scientific papers, books, and chapters. As a licensed psychologist, she has provided clinical care to hundreds of infants and young children and their families in Michigan, Missouri, Colorado, and California. Dr. Rogers is a Fellow of the American Psychological Association, the Association for Psychological Science, and INSAR, and has received numerous awards for her contributions to the field of developmental disabilities. She has ranked in the top 1% of Clarivate Analytics Highly Cited Researchers.

• All titles by Sally J. Rogers

Geraldine Dawson, PhD, is Distinguished Professor of Psychiatry and Behavioral Sciences, Professor of Pediatrics, and Professor of Psychology and Neuroscience at Duke University, and is founding Director of the Duke Center for Autism and Brain Development. She also directs the Duke NIH Autism Center of Excellence. A clinical and developmental psychologist and researcher, Dr. Dawson has published more than 380 articles and chapters and 13 books on early autism detection and intervention and brain development. Her studies have been recognized as among the top 20 annual advances in autism research by the National Institutes of Health 13 times. Dr. Dawson has served as president of the International Society for Autism Research (INSAR) and was the first Chief Science Officer for Autism Speaks, the largest autism science and advocacy organization. She is an elected member of the American Academy of Arts and Sciences and a Fellow of the American Psychological Association, the Association for Psychological Science, and INSAR, and has received numerous awards for her contributions to research. She has ranked in the top 1% of Clarivate Analytics Highly Cited Researchers.

• Author's website
• All titles by Geraldine Dawson

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Audience

Early intervention specialists, including early childhood professionals and special educators, clinical child psychologists, applied developmentalists, behavior analysts, child psychiatrists, speech–language pathologists, occupational therapists, and pediatric nurses.

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Previous editions published by Guilford:

First Edition, © 2010
ISBN: 9781606236314

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New to this edition:

• Chapters on what to do when a child’s progress is concerning, partnering with families, and implementation of ESDM in different countries and cultures.
• Significant new research on brain development and how it differs in autism.
• Updated and comprehensive approach to promoting language development, with increased attention to alternative and augmentative communication strategies.
• New and revised decision trees and expanded efficacy research.
• Focus on promoting autistic children’s development from a neurodiversity-affirming perspective.