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setting. Children are assessed using the Autism Diagnostic Observation Schedule (ADOS; Lord, Rutter et al., 2012; Lord, Luyster, Gotham, & Guthrie, 2012), the Mullen Scales of Early Learning (Mullen, 1995) and the Vineland Adaptive Behaviour Scales (Perry, Flanagan, Geier, & Freeman, 2009). Other, discipline-specific tests are used as needed (e.g. for funding applications, or to support goal writing for children with higher verbal skills) including the Clinical Evaluation of Language Fundamentals – Preschool (CELF-P2; Wiig, Secord, & Semel, 2006). All modules of ADOS-2 are available for $2812 at ACER: https://shop.acer.edu.au/acer-shop/group/ADOS2 . The Mullen Scales are available for $1683 at Pearson: https:// www.pearsonclinical.com.au/products/view/345. Vineland starter kits are available from $357 at Pearson: https:// www.pearsonclinical.com.au/products/view/244. And CELF-P2 is available for $990 at Pearson: https://www. pearsonclinical.com.au/products/view/84 6 Energy, imagination and a sense of adventure! These “tools” are very important when working with young children and the group setting can be particularly challenging at times. We often need to work hard to build rapport with our children and motivate them to learn, and the ESDM is very big on keeping play exciting and varied. As an intensive therapy setting, it is crucial that we maintain effective therapy for the 25 hours per week provided. This takes energy, imagination and a sense of adventure. 7 Sensory social routines Sensory social routines (SSRs) are a key component of ESDM, and similar activities are seen in many other therapy approaches. SSRs use fun, person-to-person play such as tickles, swinging in the air or peekaboo, to promote social attention and interaction. They are often the “way in” when working with children who are object-focused or socially avoidant, allowing us to target skills in multiple domains. We aim to engage children in a variety of SSRs and elaborate on them to achieve more diverse teaching and encourage flexibility and generalisation. 8 Peers Children with ASD have increased difficulty interacting with their peers. In a group setting, other children provide endless opportunities for spontaneous and exciting play, as well as structured practice of social exchanges that are not available in a 1:1 setting. 9 Video Whether it is for self-reflection, team communication or training other professionals, video is a confronting but extremely powerful resource in any therapeutic setting. We use handycams and security surveillance cameras to record our intervention regularly. Video is also useful in detailed assessment of motor speech, as required in PROMPT therapy. 10 Toys Our children love new, exciting toys and our store cupboards are overflowing with dolls, blocks, bubbles,

balloons, crash mats, cars, craft, dress-ups, puzzles, books, drawing and sensory materials, bikes, slides, figurines and CDs: all the usual things we expect to see in a well-stocked childcare setting. References Granpeesheh, D., Dixon, D., Tarbox, J., Kaplan, A., & Wilke, A. (2009). The effects of age and treatment intensity on behavioural outcomes for children with autism spectrum disorders. Research in Autism Spectrum Disorders, 3 , 1014–1022. Lord, C., Rutter, M., DiLavore, P., Risi, S., Gotham, K., & Bishop, S. L. (2012). Autism diagnostic observation schedule (ADOS-2), Part 1: Modules 1–4 (2nd ed.). Los Angeles, CA: Western Psychological Services. Lord, C., Luyster, R. J., Gotham, K., and Guthrie, W. (2012). Autism diagnostic observation schedule, (ADOS-2), Part II: Toddler module (2nd ed.). Los Angeles, CA: Western Psychological Services. Mullen, E. M. (1995). Mullen scales of early learning: AGS edition . Circle Pines, MN: American Guidance Service. Odom, S., Boyd, B., Hall, H., & Hume, K. (2014). Comprehensive treatment models for children and youth with autism spectrum disorders. In F. R. Volkmar, R. Paul, S. J. Rogers, & K. A. Pelphrey (Eds.), Handbook of autism and pervasive developmental disorders (4th ed., Vol. 2, 770–787). Hoboken, NJ: Wiley. Perry, A., Flanagan, H. E., Dunn Geier, J., & Freeman, N. L. (2009). Brief report: The Vineland adaptive behaviour scales in young children with autism spectrum disorders Peters-Scheffer, N., Didden, R., Korzilius, H., & Matson, J. (2012). Cost comparison of early intensive behavioral intervention and treatment as usual for children with autism spectrum disorder in the Netherlands. Research in Developmental Disabilities , 33 , 1763–1772. Rogers, S. (2013). Early Start Denver Model. In Encyclopedia of autism spectrum disorders (Vol. 2, 1034–1042). New York, NY: Springer. Rogers, S. & Dawson, G. (2010a). Early Start Denver Model for young children with autism . New York: The Guildford Press. Rogers, S. & Dawson, G. (2010b). Early Start Denver Model curriculum checklist for young people with autism . New York, NY: The Guildford Press. Rogers, S. J., Hayden, D. Hepburn, S., Charlifue-Smith, R., Hall, T., & Hayes, A. (2006). Teaching young nonverbal children with autism useful speech: A pilot study of the Denver Model and PROMPT interventions. Journal of Autism and Developmental Disorders , 36 (8), 1007–1024. Wiig, E., Secord, W., & Semel, E. (2006). Clinical evaluation of language fundamentals – Preschool (2nd ed., Australian and New Zealand Standardised edition). Sydney, Australia: Pearson. at different cognitive levels. Journal of Autism and Developmental Disorders , 39 (7), 1066–1078.

Correspondence to: Katherine Pye Speech Pathologist

Vic ASELCC, La Trobe University e-mail: k.pye@latrobe.edu.au website: http://www.latrobe.edu.au/child/services/aselcc

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JCPSLP Volume 16, Number 3 2014

Journal of Clinical Practice in Speech-Language Pathology