The importance of early intervention cannot be understated. The Early Start Denver Model (ESDM) has a strong evidence-base in working with the very young child. At the heart of the ESDM is the empirical knowledge-base of infant-toddler learning and development and the effects of early autism.

In particular, this intervention focuses on boosting children’s social-emotional, cognitive, and language, as development in these domains is particularly affected by autism. 

Join Melissa Mello, MA, BCBA as she discusses this important topic while giving real-world examples and tips.

Educators and parents will quickly be able to:

1) Discuss the importance of intervening early for optimal outcomes for children with ASD
2) State the research underpinnings of the Early Start Denver Model
3) Describe the Early Start Denver Model

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Melissa Mello, MA, BCBA

Melissa Mello currently serves as the Team Lead for the TADPOLE Study at the MIND Institute.  In this role she provides case supervision to children receiving Discrete Trial Teaching (DTT) as their intervention approach, as well as parent coaching and general supervision to the lab.  She has been working with children with autism for the past 10 years in a variety of settings, including as a special education teacher and early interventionist delivering one on one intervention in community based programs. 

For the past 7 years, Melissa has been supervising early intervention programs as a Clinical Manager; using behaviorally based, empirically validated methods to ensure children with autism are improving their behavior, language and social skills at home, in the community and in the classroom.  Melissa is a certified Early Start Denver Model therapist, trainer and parent coach and has conducted multiple trainings worldwide.  Melissa has a Master’s Degree in Special Education and is a Board Certified Behavior Analyst.

 

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Evidence-Based Early Intervention-
An Introduction to The Early Start Denver Model

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