The Effectiveness of Early Start Denver Model on Symptoms of Autism Spectrum Disorder and Parent-Child Interaction in Preschool Children with Autism

Abstract

Objective: The present study aimed to determine the effectiveness of the Early Start Denver Model (ESDM) on the symptoms of ASD and parent-child interaction in preschool children with autism. Methodology: This quasi-experimental study employed a pretest-posttest design with a follow-up phase and a control group. The statistical population included all preschool children aged 3 to 5 years referred to the Autism Center in Baghdad Health City in 2024. From this population, 30 children diagnosed with ASD were selected via purposive sampling based on inclusion and exclusion criteria and were randomly assigned to experimental and control groups (15 participants in each group). The experimental group underwent 10 sessions of the Early Start Denver Model intervention, each lasting 60 minutes, while the control group remained on a waiting list without receiving any intervention. Data collection tools included the Gilliam Autism Rating Scale and the Pianta Parent-Child Relationship Scale. Data were analyzed using repeated measures ANOVA in SPSS version 23. Findings: The findings indicated a significant difference in the mean scores of autism symptoms and parent-child interaction between pretest and posttest, pretest and follow-up, and posttest and follow-up in the intervention group (p < .001). These results suggest that autism symptoms and parent-child interaction improved in the posttest and follow-up phases compared to the pretest phase, with scores showing stability in the follow-up phase compared to the posttest phase. Conclusion: Based on the findings, the Early Start Denver Model significantly improves autism symptoms and parent-child interaction in preschool children with ASD. It is recommended that this intervention be implemented in healthcare, counseling, and rehabilitation centers related to autism to enhance psychological variables associated with autism in preschool children.