{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T06:28:35Z","timestamp":1763447315844,"version":"3.45.0"},"reference-count":27,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T00:00:00Z","timestamp":1763424000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychiatry"],"abstract":"<jats:sec>\n                    <jats:title>Background<\/jats:title>\n                    <jats:p>Early intervention plays a crucial role in improving outcomes for children with autism spectrum disorder (ASD). The Early Start Denver Model (ESDM) and the Treatment and Education of Autistic and Communication-Handicapped Children (TEACCH) program are commonly used approaches. This study aimed to evaluate whether combining ESDM with TEACCH provides greater clinical benefits than ESDM alone in young children with ASD.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Methods<\/jats:title>\n                    <jats:p>A retrospective observational study was conducted involving 264 children aged 24\u201360 months diagnosed with ASD. Participants were divided into two groups based on treatment period: the control group (n = 128) received ESDM-only therapy, while the observation group (n = 136) received ESDM combined with TEACCH over six months. Outcomes were assessed using the Autism Treatment Evaluation Checklist (ATEC) and the Psycho-Educational Profile, Third Edition (PEP-3). Baseline comparability was confirmed by the Chinese version of the Childhood Autism Rating Scale (CCARS).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results<\/jats:title>\n                    <jats:p>Both groups showed significant within-group improvement after intervention, but the combined observation group demonstrated greater gains. Post-treatment ATEC scores decreased from 84.56 \u00b1 20.90 to 68.76 \u00b1 17.96 versus 92.84 \u00b1 18.20 to 84.91 \u00b1 17.50 in controls (between-group difference = 16.32 \u00b1 4.35; P &amp;lt; 0.001; Hedges\u2019 g = 0.45). Cognitive scores on the PEP-3 improved by 11.31 points in the observation group compared to 8.15 in controls (P\u00a0=\u00a00.026). Reductions in maladaptive behaviors also favored the combined intervention (P\u00a0=\u00a00.036).<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Conclusions<\/jats:title>\n                    <jats:p>The integrated ESDM and TEACCH intervention was more effective than ESDM alone in enhancing cognitive development and reducing symptom severity in young children with ASD.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.3389\/fpsyt.2025.1669476","type":"journal-article","created":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T06:23:22Z","timestamp":1763447002000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Efficacy of the early start Denver model combined with the TEACCH program in children with autism spectrum 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