Respecting Autonomy in Early Intervention

Early intervention can play a powerful role in supporting the development of neurodivergent children—but how we approach this support matters. The Early Start Denver Model (ESDM) is a relationship-based, play-focused intervention model designed for young autistic children. While ESDM offers a strong foundation in responsive interaction and developmental skill-building, it is essential that practitioners apply it through a neuroaffirming lens—one that respects autonomy, values communication differences, and supports the development of a positive neurodivergent identity.

At its core, ESDM is built on shared enjoyment, connection, and following the child’s lead, and these principles naturally lend themselves to neuroaffirming practice. However, the traditional implementation of ESDM can sometimes lean towards adult-led goals and prioritise neurotypical social behaviours. A neuroaffirming approach invites us to pause and ask: Whose goals are these? Are we supporting this child to be more themselves—or more palatable to others?

Respecting autonomy means giving children meaningful choice and control in their interactions. In an ESDM session, this could look like:

• Pausing and waiting for the child to initiate or respond, rather than prompting repeatedly

• Accepting all forms of communication (gestures, sounds, AAC, body language) as valid and meaningful

• Letting go of goals that aim to “correct” stimming, eye contact, or preferred routines unless they cause distress

• Embedding sensory supports and co-regulation tools into sessions

• Co-creating goals with families that align with the child’s strengths and values—not just developmental milestones

When we honour autonomy, we shift from “teaching skills” to building relationships. ESDM strategies like modelling, natural reinforcement, and joint attention become tools for connection, not correction. The focus moves toward celebrating the child’s way of being, reducing barriers to participation, and helping them feel safe and seen.

Incorporating neuroaffirming practice into ESDM isn’t about abandoning the model—it’s about evolving with greater respect for neurodivergent experience. When children are supported in a way that honours who they are, early intervention becomes not just effective, but empowering.