Teaching Approaches in Early Start Denver Model (ESDM)

​​Helpful Play Partner
​

In the Early Start Denver Model (ESDM), the concept of a "helpful play partner" is central to fostering a child's engagement and learning. This approach involves the therapist or caregiver actively participating in play activities in a way that enhances the child’s developmental progress while maintaining their natural interest and motivation.
 

A helpful play partner focuses on establishing a strong, positive connection with the child, following the child’s lead in play, and joining their activities in a supportive and engaging manner. This involves observing the child’s interests and preferences, then seamlessly integrating teaching opportunities into those activities. By doing so, the child feels encouraged to explore, interact, and learn without the pressure of structured demands.

The play partner’s role is to create an environment where the child experiences success and enjoyment, which in turn fosters a sense of accomplishment and builds confidence. This might include modeling new skills, providing subtle guidance, or gently expanding on the child’s actions to encourage more complex interactions. The goal is to teach new skills and support social communication within the context of enjoyable and meaningful play, ensuring that the learning experience feels natural and rewarding for the child.

Through this collaborative and responsive approach, the "helpful play partner" method in ESDM not only promotes skill acquisition but also strengthens the child’s ability to engage socially and build trusting relationships with others.

Least to Most Prompt
​

Least to Most Prompt: Encouraging Independence in Learning

​

At Best Future, we employ the "Least to Most Prompt" approach as a core teaching principle in the Early Start Denver Model (ESDM). Unlike the "Most to Least Prompt" method commonly used in Applied Behaviour Analysis (ABA), which emphasises repetition and structured support, our evidence-based "Least to Most Prompt" strategy prioritises fostering independence. This approach ensures children are encouraged to take initiative while receiving just the right level of support needed to succeed in their learning and skill development. We proudly believe that this approach helps children better generalise their skills. 

What is the Least to Most Prompt Method?

​

The Least to Most Prompt method is a structured approach to teaching that encourages children to attempt tasks independently before receiving assistance. By starting with minimal guidance and progressively increasing the level of support only as required, this method empowers children to take initiative, make choices, and build their skills with confidence.

​

How Does it Work?

 

When introducing a new skill or activity, therapists and educators first provide the child with an opportunity to respond or act independently, using subtle cues such as gestures or prompts embedded in the environment. If the child does not respond or requires additional help, the prompts are gradually increased in intensity, moving from the least intrusive (e.g., verbal suggestions or visual cues) to more direct assistance (e.g., physical guidance).

 

The process is tailored to the child’s needs and developmental level, ensuring they feel supported without becoming overly reliant on prompts.

​​

Why is This Approach Important?

​

The Least to Most Prompt technique is essential for helping children with autism achieve independence and build self-confidence. By allowing them to attempt tasks on their own before intervening, children:

• Gain a sense of achievement when they succeed with minimal help.

• Learn to problem-solve and develop critical thinking skills.

• Gradually become less dependent on external assistance, fostering long-term independence.

​

Application in ESDM and Everyday Learning

 

In the context of ESDM, Least to Most Prompt is seamlessly integrated into naturalistic and play-based activities. For example:
 

• During a play activity, a child might be encouraged to request a toy using gestures or words. If they don’t, the therapist might model the request or gently guide their hand towards the toy.

• When practising social interactions, the child might first be encouraged to greet a peer independently. If needed, the therapist may offer verbal encouragement or model the greeting.

This method can also be applied at home, with parents guided on how to use Least to Most Prompt in daily routines to reinforce their child’s learning and skill development.

 

Empowering Every Child

 

At Best Future, our goal is to empower children to achieve their full potential. By using the Least to Most Prompt strategy, we ensure that each child is given the right balance of support and independence, setting the stage for meaningful growth and lasting success.

​
Joint Attention Routine
​

The Early Start Denver Model (ESDM) uses two types of routines interchangeably to teach children skills. Joint Attention Routine and Social Sensory Routine.

​​

At Best Future, we integrate Joint Attention Routine teaching methods within our every day Early Start Denver Model (ESDM) program. Joint attention refers to the shared focus between a child and another person on an object, activity, or event, forming the foundation for meaningful social interactions and communication. This type of routine is generally (but not necessarily) done on the table. For autistic children, developing joint attention skills is crucial, as it helps them connect with others, interpret social cues, and build relationships.

​

Our Joint Attention Routine focuses on creating engaging, playful interactions that encourage children to share their attention with a therapist, parent, or peer. These routines are carefully designed to be enjoyable and motivating, capturing the child's interest while incorporating opportunities to practice communication, turn-taking, build eye contact and share experiences.

For example, during a Joint Attention Routine, a therapist might use a toy or activity that the child finds exciting. Through gestures, eye contact, or verbal prompts, the therapist encourages the child to shift their focus between the activity and the therapist, promoting a sense of shared purpose. Over time, this practice helps children develop the ability to initiate or respond to joint attention, a critical skill for social and cognitive development.

By embedding these routines into everyday interactions and play, we help children at Best Future build a foundation for better communication, stronger relationships, and a deeper connection to the people and world around them.

​
Social Sensory Routine
​

At Best Future, we incorporate Social Sensory Routines as an essential teaching principle in the Early Start Denver Model (ESDM). This type of routine is generally (but not necessarily) done on the floor. This approach combines sensory experiences with social interactions, creating opportunities for children to engage with others while exploring and responding to sensory stimuli.

 

Sensory experiences, such as movement, touch, or sound, are powerful tools for learning and development. By incorporating these into structured, predictable routines, we help children feel secure and engaged, allowing them to build trust and focus on social connections. Social Sensory Routines are designed to be playful and motivating, encouraging children to participate actively and meaningfully.

 

For instance, a Social Sensory Routine might involve activities like bouncing on a therapy ball, singing action songs, or playing with textured materials. These activities are paired with intentional social interactions, such as making eye contact, taking turns, or sharing laughter. The combination of sensory stimulation and social engagement helps children improve their ability to connect with others while developing regulation, communication, and interaction skills.

 

By weaving Social Sensory Routines into therapy sessions and daily activities, we support children at Best Future in developing vital social and sensory processing skills. These routines help create joyful, interactive moments that not only enhance learning but also foster meaningful relationships with caregivers, peers, and therapists.

Embedding Teaching in Play
​

At Best Future, we utilise the principle of embedding multiple teaching opportunities within a single play routine to maximise learning in an engaging and naturalistic way. This teaching strategy, central to the Early Start Denver Model (ESDM), allows children to develop a range of skills within the context of play, making learning both effective and enjoyable.
 

Play routines provide a rich, dynamic environment where children can practice various skills simultaneously. For example, during a simple game of rolling a ball back and forth, we can target multiple developmental goals:
 

• Communication Skills: Encouraging the child to request the ball, say “roll,” or use gestures to signal their turn.

• Social Skills: Building turn-taking, maintaining eye contact, and responding to social cues.

• Cognitive Skills: Introducing concepts like colours, sizes, or counting the rolls.

• Motor Skills: Practising coordination and strength by rolling or catching the ball.
   

This holistic approach ensures that learning is not fragmented but seamlessly integrated into the child’s play, promoting skill generalisation across various contexts.

Our therapists carefully design play routines tailored to each child’s developmental goals and interests. By embedding multiple learning opportunities into one activity, we keep children engaged while maximising their progress across a range of areas. This strategy not only makes therapy sessions highly productive but also equips parents with practical, playful ways to support their child’s development at home.

At Best Future, we believe in turning every moment into a learning opportunity, making playtime a powerful tool for growth, connection, and discovery.

​​

​​

Four phases in a play routine

​​​

In the Early Start Denver Model (ESDM), a joint activity routine is a structured sequence designed to support engagement and learning. It consists of four key phases, each with a specific role in guiding the interaction and promoting skill development:

​

1. Opening Phase (Set-Up)

​

The Set-up Phase sets the stage for play. This involves preparing and introducing the activity, capturing the child’s interest, and creating a shared focus. For example, this might include taking out blocks or setting up crayons to establish the theme of the play.

​

2. Theme Phase

 

During the Theme Phase, the child and adult engage in the main activity, which could involve toys, objects, or social games. Examples include building towers, pouring water, colouring, singing songs, or playing hide and seek. This is the core part of the interaction where the child is actively involved in a defined play activity.

 

3. Elaboration Phase

​

The Elaboration Phase introduces variations to keep the activity engaging and to expand on the child’s learning. For instance, if the theme is block building, the adult might introduce new ways to build or include imaginative play like pretending the blocks are cars. This phase promotes flexibility, creativity, and attention while targeting additional developmental skills.

​

4. Closing Phase

 

The Closing Phase signals the end of the activity. It involves wrapping up, such as putting away materials and transitioning smoothly to the next activity. This phase helps children learn to manage changes in activities and reinforces routines, such as tidying up or choosing a new task.
 

By following these phases, play routines remain engaging, purposeful, and supportive of the child’s development while ensuring smooth transitions between activities.

​