Autism Spectrum Disorder (ASD) is a condition characterized by significant changes in social, communicative, and behavioral development, requiring early and specialized therapeutic interventions. Among the approaches that have stood out in the scientific literature, the Early Start Denver Model (ESDM) emerges as an evidence-based proposal, integrating principles of child development, applied behavior analysis, and naturalistic practices. Psychology plays a central role in this context, by understanding the specific needs of child development and articulating intervention strategies that enhance the cognitive, social, and communicative skills of children with ASD. This study aimed to analyze the effectiveness of ESDM in the development of children with ASD, especially those who have not been diagnosed or are awaiting specialized treatment. To this end, a descriptive research was carried out, with a qualitative approach, through a bibliographic review in national and international databases, such as PePSIC, SciELO, and PubMed, in addition to institutional repositories and government data. The methodological choice is justified by the need to gather and synthesize the existing evidence on the effects of ESDM in different contexts, expanding the understanding of the applicability of the model in different realities. The results showed that early intervention with ESDM promotes significant benefits for the overall development of children with ASD, even when applied in low-intensity contexts, such as school and family environments. Among the gains observed, we highlight the improvement in expressive and receptive language, advances in cognition, adaptive behavior and social interaction, as well as the reduction in the severity of symptoms characteristic of the autistic spectrum. These findings corroborate the importance of public policies that favor early diagnosis and the provision of specialized treatments, reinforcing the role of Psychology in the design of therapeutic practices that respect the specificities of child development. It is concluded that ESDM is an effective tool in the context of early intervention, being essential to minimize the impacts of ASD and promote the quality of life of children and their families. It is also recommended that additional studies be carried out in Brazil in order to strengthen the national empirical base and expand access to evidence-based practices in the field of Developmental Psychology.