Research – Every Child

Every Child specializes in early childhood autism intervention, focusing on the Group-based Early Start Denver Model (G-ESDM) and inclusive preschool education. Our research helps schools and families understand how evidence-based autism strategies can be successfully embedded into everyday classroom routines.

International scholars, researchers and practitioners from all over the globe contribute to Every Child’s mission. Cutting-edge research, collaboration, and practical implementation foster inclusive learning communities.

At Every Child, we explore how G-ESDM supports communication, social engagement, emotional regulation, and learning for autistic preschoolers in group settings. Every Child carries out research that shows when teachers receive structured training and coaching, they can effectively use naturalistic developmental behavioral strategies, such as warm affect, shared attention, and scaffolded play, to improve participation and reduce dysregulation in early learners.

The core findings from researching feasibility and effectiveness of the **Group-based Early Start Denver Model (G-ESDM)** highlight successful integration and positive educational outcomes for children with Autism Spectrum Disorder (ASD).

In her 2019 publication, Dr. Irene Russo provided one of the first detailed examinations of G-ESDM in Italian preschools, offering a replicable model for educators. A 2024 open-access article expanded on this by showing how G-ESDM promotes stronger emotional regulation in inclusive early childhood classrooms. Additional conference papers and training materials further highlight practical implementation, teacher readiness, and the real-world feasibility of applying ESDM principles across school systems.

This flow chart suggests the five essential steps ensuring fidelity and teacher capacity building for the implementation of the Group-based Early Start Denver Model.

Dr. Russo’s and Dr. Zierhut-Ursu’s innovative work on caregiver–child interaction in autism research forms the developmental foundation for Every Child’s applied research. Every Child is advocating for high-quality, evidence-based support in developmental science, early education, and autism intervention, following the ESDM and G-ESDM model which emphasizes relationship-based teaching, play-centered learning, and interventions that fit naturally into children’s daily routines.

The Line Chart above illustrates the significant difference in skill acquisition over six months between the intervention group (receiving G-ESDM) and the control group, highlighting the model’s evidence-based efficacy in a group setting.

Every Child is advancing the field of inclusive autism education, helping educators, therapists, and administrators adopt high-quality, developmentally grounded practices that support autistic children in community classrooms.

Every Child’s research investigates teacher perspectives on the implementation and uptake of G-ESDM. Here we show key factors that both drive professional engagement (Motivations) and pose persistent difficulties (Challenges) in daily practice.

Publications

Aiello, P., Agrillo, F., Russo, I., Zappalà, E., & Sibilio, M. (2019). Group-based Early Start Denver Model: un modello educativo per alunni con Disturbo dello Spettro Autistico nelle scuole dell’infanzia italiane. Italian Journal of Special Education for Inclusion, 7(1), 155-170.

Zappalà, E., Russo, I., Zierhut Ursu, C., & Aiello, P. (2022). Pedagogical insights to implement the G-ESDM in hybrid school settings. In S. Zecca & A. Bartolini (Eds.), Handbook of research on adapting remote learning practices for early childhood and elementary school classrooms (pp. 392-406). IGI Global. DOI: 10.4018/978-1-7998-8405-7.ch023

Zappalà, E., Russo, I., Zierhut-Ursu, C., & Aiello, P. (2024). Enhancing emotional regulation in ECEC and preschools with the adoption of G-ESDM strategies. Journal of Inclusive Methodology and Technology in Learning and Teaching, 4(2 sup).

Russo, I., Zappalà, E., & Sibilio, M. (2024). Exploring the feasibility and adoption of Group-based Early Start Denver Model in Italian preschools. Conference paper.

Russo, I. (2018). Group-based Early Start Denver Model: Principles. Conference presentation.

Russo, I. (2016). Early Start Denver Model: Case study. Conference presentation.

Russo, I. (2014). Early intervention on autism: Analysis of relationship in dyads of children with Autism Spectrum Disorder. (Master’s thesis). Sapienza University of Rome.

Russo, I. (2016–present). Training materials, slide decks, and practitioner guides for G-ESDM implementation.

The successful integration of ESDM and G-ESDM as an evidence-based practice into classroom routines provides a strong foundation for policy recommendations concerning training standardization and resource allocation for special education needs in early childhood. Dr. Russo and Dr. Zierhut-Ursu have strong ties to the M.I.N.D. institute at UC Davis through an ongoing dissemination of ESDM workshops. Both, Dr. Russo and Dr. Zierhut are certified ESDM trainers.

Every Child has an internationally acclaimed demonstration preschool for autism research and G-ESDM implementation, Every Child Bay (ECB). Every Child also partners with the University of Salerno, Italy and is a member of the Early Childhood Education Institute (ECEi), a research collaborative based at University of Oklahoma-Tulsa. Dr. Russo and Dr. Zierhut-Ursu are certified ESDM trainers with ties to the M.I.N.D. Institute at UC Davis.