NDBI Models

Classroom Pivotal Response Teaching (CPRT) is an intervention adapted from Pivotal Response Training (PRT). Specifically designed for public and private school settings, CPRT helps special education teachers address the unique challenges of their roles. It incorporates 12 key components to enhance student motivation and facilitate the generalization of skills across various settings and individuals. CPRT aims to improve students' academic, behavioral, communication, and social skills by maintaining high levels of student engagement and applying strategies that fit common classroom environments.

At the heart of the Early Start Denver Model ESDM is the empirical knowledge base of infant-toddler learning and development principles and the impairing effects of early autism on early development.  ESDM intervention can be provided in the home or other care, community, and educational settings by trained interventionists and parents during natural play and daily routines. ESDM aims to increase the rates of development in all domains for children with ASD and to decrease the symptoms of autism that impair children’s ability to learn from everyday experiences and interactions. 

Joint Attention, Symbolic Play, Engagement, and Regulation (JASPER) is a treatment approach based on a combination of developmental and behavioral principles developed by Dr. Connie Kasari the University of California, Los Angeles (UCLA). JASPER is a targeted, modular intervention in the domain of social communication and included in the broader category of naturalistic developmental behavioral interventions (NDBI; Schreibman et al., 2015). It targets the foundations of social communication (joint attention, engagement, and play) and uses naturalistic strategies to increase the rate and complexity of social communication.

Pathways Early Autism Intervention is a community-based, parent-guided Naturalistic Developmental Behavioral Intervention (NDBI) program designed for toddlers with autism. It aligns with the service delivery models and guiding principles of Part C programs. Although Pathways utilizes many strategies common to other NDBIs—such as following a child's lead, providing immediate and natural reinforcement, and modeling and expanding language—it distinguishes itself by emphasizing the enhancement of social eye contact without using aversive prompts. In contrast, other NDBIs typically concentrate on facilitating communication, such as requesting actions or objects and naming items.

Pivotal Response Training (PRT) is an intervention based on Applied Behavior Analysis (ABA) for children with autism spectrum disorders (ASD). It targets key developmental areas—motivation, responding to multiple cues, self-management, and self-initiations—using a child’s natural interests to enhance learning. By incorporating motivational techniques and embedding learning in daily routines, PRT aims to help improve communication, social behavior, and play skills, promoting broad and generalized development.

Project DATA (Developmentally Appropriate Treatment for Autism) is a school-based initiative designed for young children with Autism Spectrum Disorder (ASD) and similar conditions. Developed by educators, researchers, and graduate students at the Haring Center within the UW College of Education, the program focuses on helping teachers assist students in gaining greater independence within school and community environments. Project DATA is committed to being effective, sustainable, and inclusive, addressing the needs of students, families, and school staff.

Project ImPACT is recognized as a highly effective coaching programs for parents of young children with autism and related social communication delays. Project ImPACT teaches parents strategies they can use to help their child develop social, communication, imitation, and play skills during daily routines and activities. Project ImPACT is supported by research and based on developmental science and applied behavioral analysis (ABA) principles. It was recently recognized as a Manualized Intervention Meeting Criteria by the National Clearinghouse on Autism Evidence and Practice (NCAEP).

The Social ABCs is an early intervention program for toddlers showing social-communication challenges that may be signs of autism spectrum disorder (ASD). The Social ABCs is parent-mediated, which means that parents learn a set of strategies for helping their toddler communicate and interact socially with the support of a coach and a parent manual. Caregivers work with a trained Social ABCs coach to learn the intervention strategies in their child’s natural environment, using play-based activities and daily routines that their child finds motivating.

Vanderbilt KidTalk is a research group studying language growth in young children with disabilities. The intervention is fun, natural and can be implemented by caregivers, teachers, or therapists. Children who are taught using KidTalk procedures typically learn new vocabulary, speak in longer sentences, and improve social communication skills. Parent training is a component of the approach and supports a child’s language development.