💡 Episode Highlights:

• Cynthia’s journey from clinical trials to classroom-based intervention
  Cynthia shares her early work as part of the original ESDM clinical trial team, where she collaborated directly with Drs. Sally Rogers and Laurie Vismara. Over time, her passion for working with young children led her to explore how ESDM principles could be extended beyond 1:1 therapy into real-world, inclusive environments. This journey laid the foundation for her innovative work in group-based intervention models that blend developmental science with practical classroom application.

• The origins and evolution of G-ESDM, including international work in Australia
  Cynthia discusses how G-ESDM was first piloted in Australia, where educators, therapists, and administrators collaborated to adapt the ESDM for group-based delivery. With support from government funding and training programs, the model grew to support hundreds of classrooms across the country. Cynthia played a key role in shaping the training and research, helping bridge clinical fidelity with classroom realities.

• How to scaffold early peer interactions and create inclusive learning environments

Cynthia emphasizes that peer interaction doesn’t have to look like fully sustained play right away. Instead, she encourages teams to look for small moments—like shared gaze or parallel play—and build from there. Using tools like “peer pairing,” shared materials, and adult facilitation, educators can create conditions where children learn from and with each other, even when social skills are still emerging.

• The structure and roles within group implementation (lead, prompt, float)
  In a group-based ESDM setting, success hinges on well-defined staff roles. Cynthia breaks down the structure: the lead runs the joint activity routine, the prompter supports the learner with the highest needs, and the floater helps maintain regulation, engagement, and transitions. This division allows for shared focus while keeping all children actively supported and learning within their zone of proximal development.

• The importance of cross-disciplinary collaboration and learning from educators - One of Cynthia’s key messages is the value of listening to and learning from teachers. She explains how classroom educators have deep expertise in group dynamics, visual organization, and environmental structuring—skills that complement the developmental and behavioral science behind ESDM. Cross-disciplinary collaboration, she notes, leads to more sustainable and responsive programs that respect both clinical rigor and educational context.

• Addressing the research-to-practice gap and promoting neurodiversity-affirming care - Cynthia reflects on the importance of closing the gap between research and real-world implementation. She advocates for models that are not only evidence-based but also flexible, culturally responsive, and affirming of children’s identities and preferences. She challenges clinicians to move beyond rigid fidelity to create systems that value developmental diversity and prioritize meaningful, respectful participation for every child.

💡 Key Quote:

"Start with two children you know well. Build an environment that brings kids together, and fade yourself into the background so you can support—not lead—the interaction."