Top

Optie A:

Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
Optie B:

Deel de link per e-mail
Link delen

vorige artikel The Impact of Parent-Delivered Intervention on ...

volgende artikel Parent-Reported Temperament Trajectories Among ...

Tip

Swipe om te navigeren naar een ander artikel

01-02-2014 | Original Paper | Uitgave 2/2014

Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders

Tijdschrift:: Journal of Autism and Developmental Disorders > Uitgave 2/2014

Auteurs:: Brian A. Boyd, Kara Hume, Matthew T. McBee, Michael Alessandri, Anibal Gutierrez, LeAnne Johnson, Laurie Sperry, Samuel L. Odom

Extra’s

» Toegang tot de volledige tekst krijgen

Belangrijke opmerkingen

Electronic supplementary material

The online version of this article (doi:10.1007/s10803-013-1877-9) contains supplementary material, which is available to authorized users.

Abstract

LEAP and TEACCH represent two comprehensive treatment models (CTMs) that have been widely used across several decades to educate young children with autism spectrum disorders. The purpose of this quasi-experimental study was to compare high fidelity LEAP (n = 22) and TEACCH (n = 25) classrooms to each other and a control condition (n = 28), in which teachers in high quality special education programs used non-model-specific practices. A total of 198 children were included in data analysis. Across conditions, children’s performances improved over time. This study raises issues of the replication of effects for CTMs, and whether having access to a high quality special education program is as beneficial as access to a specific CTM.

Log in om toegang te krijgen

Hier inloggen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Met BSL Psychologie Totaal blijft u als professional steeds op de hoogte van de nieuwste ontwikkelingen binnen uw vak. Met het online abonnement heeft u toegang tot een groot aantal boeken, protocollen, vaktijdschriften en e-learnings op het gebied van psychologie en psychiatrie. Zo kunt u op uw gemak en wanneer het u het beste uitkomt verdiepen in uw vakgebied.

Meer informatie

Supplementary material 1 (DOC 34 kb)

10803_2013_1877_MOESM1_ESM.doc

Supplementary material 2 (DOC 98 kb)

10803_2013_1877_MOESM2_ESM.doc

Bodfish, J. W. (2004). Treating the core features of autism: Are we there yet? Mental Retardation and Developmental Disabilities Research Reviews, 10, 318–326. PubMedCrossRef

Bodfish, J. W., Symons, F. W., & Lewis, M. H. (1999). The repetitive behavior scale. Western Carolina Center Research Reports.

Boyd, B. A., McDonough, S., & Bodfish, J. W. (2012). Evidence-based behavioral interventions for repetitive behaviors in autism. Journal of Autism and Developmental Disorders, 42, 1236–1248. PubMedCentralPubMedCrossRef

Boyd, B. A., Odom, S., Humphreys, B., & Sam, A. (2010). Infants and toddlers with ASD: Early identification and early intervention. Journal of Early Intervention, 32, 75–98. CrossRef

Burchinal, M., Peisner-Feinberg, E., Bryant, D., & Clifford, R. (2000). Children’s social and cognitive development and child care quality: Testing for differential associations related to poverty, gender, or ethnicity. Journal of Applied Developmental Sciences, 4, 149–165. CrossRef

Classroom Practice Indicator. (2007). Unpublished instrument. Project team of “ Comparison of two comprehensive treatment models for preschool-aged children with autism and their families”. Chapel Hill, NC: UNC-CH.

Coman, D. C., Alessandri, M., Gutierrez, A., Novotny, S., Boyd, B. A., Hume, K., et al. (2013). Commitment to classroom model philosophy and burnout symptoms among high fidelity teachers implementing preschool programs for children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 43, 345–360. PubMedCrossRef

Constantino, J. N. (2002). The social responsiveness scale. Los Angeles: Western Psychological Services.

Dawson, G., Rogers, S., Munson, J., Smith, M., Winter, J., Greenson, J., et al. (2010). Randomized, controlled trial of an intervention for toddlers with autism: The early start Denver model. Pediatrics, 125, 17–23. CrossRef

Deegear, J., & Lawson, D. M. (2003). The utility of empirically supported treatments. Professional Psychology: Research and Practice, 34, 271–277.

Delgado, C., Mundy, P., & Block, J. (2001). Pictorial infant communication scale (PICS) version 1.3. Coral Gables: University of Miami.

Dingfelder, H., & Mandell, D. (2011). Bridging the research to practice gap in autism intervention: An application of diffusion of innovation theory. Journal of Autism and Developmental Disorders, 41, 597–609. PubMedCentralPubMedCrossRef

Eikeseth, S., Smith, T., Jahr, E., & Eldevik, S. (2002). Intensive behavioral intervention at school for 4- to 7-year-old children with autism. Behavior Modification, 26, 49–68. PubMedCrossRef

Eldevik, S., Hastings, R. P., Hughes, J. C., Jahr, E., Eikeseth, S., & Cross, S. (2009). Meta-analysis of early intensive behavioral intervention for children with autism. Journal of Clinical Child & Adolescent Psychology, 38(3), 439–450. CrossRef

Farmer, C., Lecavalier, L., Yu, S., Arnold, L. E., McDougle, C., et al. (2012). Predictors and moderators of parent training efficacy in a sample of children with autism spectrum disorders and serious behavioral problems. Journal of Autism and Developmental Disorders, 42, 1037–1044. PubMedCrossRef

Finkbeiner, C. (1979). Estimation for the multiple factor model when data are missing. Psychometrika, 44, 409–420. CrossRef

Hume, K., Boyd, B., McBee, M., Coman, D., Gutierrez, A., Shaw, E., et al. (2011). Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures. Research in Autism Spectrum Disorders, 11, 1430–1440. CrossRef

Hume, K., & Odom, S. (2007). Effects of an individual work system on the independent functioning of students with autism. Journal of Autism and Developmental Disorders, 37, 1166–1180. PubMedCrossRef

Hume, K., Plavnick, J., & Odom, S. (2012). Promoting task accuracy and independence in students with autism across educational setting through the use of individual work systems. Journal of Autism and Developmental Disorders, 42, 2084–2099. CrossRef

Jennett, H., Harris, S., & Mesibov, G. (2003). Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism. Journal of Autism and Developmental Disorders, 33, 583–593. PubMedCrossRef

Kasari, C., Freeman, S., & Paparella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620. PubMedCrossRef

Landa, R., Holman, K., O’Neill, A., & Stuart, E. (2011). Intervention targeting development of socially synchronous engagement in toddlers with autism spectrum disorder: A randomized controlled trial. Journal of Child Psychology and Psychiatry, 52, 13–21. PubMedCentralPubMedCrossRef

Little, R. J., & Rubin, D. B. (2002). Statistical analysis with missing data (2nd ed.). New York: Wiley.

Lord, C., Rutter, M., DiLavore, P. C., & Risi, S. (1999). The autism diagnostic observation schedule (ADOS). Los Angeles: Western Psychological Corporation.

Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology, 55, 3–9. PubMedCrossRef

Luborsky, L. (1995). Are common factors across different psychotherapies the main explanation for the Dodo bird verdict that “everybody has won so we shall claim prizes?”. Clinical Psychology: Science and Practices, 2, 106–109.

Marchand, E., Stice, E., Rohde, P., & Becker, C. (2011). Moving from efficacy to effectiveness trials in prevention research. Behaviour Research and Therapy, 49, 32–41. PubMedCrossRef

Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., et al. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79, 732–749. PubMedCrossRef

Mesibov, G. B., & Shea, V. (2010). The TEACCH program in the area of evidence-based practice. Journal of Autism and Developmental Disorders, 40, 570–579. PubMedCrossRef

Mesibov, G. B., Shea, V., & Schopler, E. (2005). The TEACCH approach to autism spectrum disorders. New York: Kluwer Academic/Plenum.

Mohr, D., Spring, B., Freedland, K., Beckner, V., Arean, P., Hollon, S., et al. (2009). The selection and design of control conditions for randomized controlled trials of psychological interventions. Psychotherapy and Psychosomatics, 78, 275–284. PubMedCrossRef

Mullen, E. M. (1995). Mullen scales of early learning (AGS ed.). Los Angeles: Western Psychological.

Odom, S. L., Boyd, B., Hall, L. J., & Hume, K. (2010a). Evaluation of comprehensive treatment models for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 40, 425–436. PubMedCrossRef

Odom, S. L., Brown, W. H., Frey, T., Karasu, N., Smith-Carter, L., & Strain, P. (2003). Evidence-based practices for young children with autism: Evidence from single-subject research design. Focus on Autism and Other Developmental Disabilities, 18, 176–181. CrossRef

Odom, S. L., Collet-Klingenberg, L., Rogers, S., & Hatton, D. (2010b). Evidence-based practices in interventions for children and youth with autism spectrum disorders. Preventing School Failure, 54, 275–282. CrossRef

Odom, S. L., Hume, K., Boyd, B. A., & Stabel, A. (2012). Moving beyond the intensive behavioral treatment versus eclectic dichotomy: Evidence-based and individualized programs for learners with ASD. Behavior Modification, 36, 270–297. PubMedCrossRef

Ozonoff, S., & Cathcart, K. (1998). Effectiveness of a home program intervention for young children with autism. Journal of Autism and Developmental Disorders, 28, 25–32. PubMedCrossRef

Panerai, S., Ferrante, L., Caputo, V., & Impellizzeri, C. (1998). Use of structured teaching for treatment of children with autism and severe and profound mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 367–374.

Panerai, S., Ferrante, L., & Zingale, M. (2002). Benefits of the treatment and education of autistic and communication handicapped children (TEACCH) programme as compared with a non-specific approach. Journal of Intellectual Disability Research, 46, 318–327. PubMedCrossRef

Panerai, S., Zingale, M., Trubia, G., Finocchiaro, M., Zuccarello, R., Ferri, R., et al. (2009). Special education versus inclusive education: The role of the TEACCH program. Journal of Autism and Developmental Disorders, 39(6), 874–882. PubMedCrossRef

Pianta, R. C., LaParo, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. Elementary School Journal, 102, 225–238. CrossRef

Professional Development in Autism Center. (2008). PDA program assessment. Seattle, WA: PDA Center at University of Washington.

Reichow, B., & Wolery, M. (2009). Comprehensive synthesis of early intensive behavioral interventions for young children with autism based on the UCLA young autism project model. Journal of Autism and Developmental Disorders, 39, 23–41. PubMedCrossRef

Rimm-Kaufman, S., LaParo, K., Downer, J., & Pianta, R. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105, 377–394. CrossRef

Roid, G., & Miller, L. (1997). Leiter international performance scale—revised: Examiners manual. Wooddale, IL: Stoelting Co.

Rutter, M., Bailey, A., & Lord, C. (2003). Social Communication Questionnaire (SCQ). Los Angeles, CA: Western Psychological Services.

Sallows, G., & Graupner, T. (2005). Intensive behavioral treatment for children with autism: Four-year outcome and predictors. American Journal on Mental Retardation, 110, 417–438. PubMedCrossRef

Schopler, E., Reichler, R. J., & Renner, B. R. (1988). The childhood autism rating scale. Los Angeles, CA: Western Psychological Services.

Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin Company.

Smith, T., Groen, A. D., & Wynn, J. W. (2000). Randomized trial of intensive early intervention for children with pervasive developmental disorder. American Journal on Mental Retardation, 105, 269–285. PubMedCrossRef

Sox, H., & Greenfield, S. (2009). Comparative effectiveness research: A report from the institute of medicine. Annals of Internal Medicine, 15, 203–205. CrossRef

Sparrow, S., Balla, D., & Cicchetti, D. (1984). Vineland adaptive behavior scales. Circle Pines, MN: American Guidance Service.

Stahmer, A. C., & Ingersoll, B. (2004). Inclusive programming for toddlers with autism spectrum disorders: Outcomes form the children’s toddler school. Journal of Positive Behavior Interventions, 6, 67–82. CrossRef

Strain, P., & Bovey, E. (2011). Randomized controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, 31, 133–154. CrossRef

Strain, P. S., & Hoyson, M. (2000). The need for longitudinal, intensive social skills intervention: LEAP follow-up outcomes for children with autism. Topics in Early Childhood Special Education, 20, 116–122. CrossRef

Strain, P. S., Hoyson, M., & Jamieson, B. (1985). Normally developing preschoolers as intervention agents for autistic-like children: Effects on class deportment and social interaction. Journal of the Division for Early Childhood, 9, 105–109.

Tsang, S., Shek, D., Lam, L., Tang, F., & Cheung, P. (2007). Brief report: Application of the TEACCH program on Chinese pre-school children with autism. Does culture make a difference? Journal of Autism and Developmental Disorders, 37, 390–396. PubMedCrossRef

Zimmerman, I. L., Steiner, V. G., & Pond, R. E. (2002). Preschool language scales (4th ed.). San Antonio, TX: Psychological Corporation.

Zwarenstein, M., & Treweek, S. (2009). What kind of randomized trials do we need? Canadian Medical Association Journal, 180, 999–1000. CrossRef

Titel: Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders
Auteurs:: Brian A. Boyd
Kara Hume
Matthew T. McBee
Michael Alessandri
Anibal Gutierrez
LeAnne Johnson
Laurie Sperry
Samuel L. Odom
Publicatiedatum: 01-02-2014
DOI: https://doi.org/10.1007/s10803-013-1877-9
Uitgeverij: Springer US
Tijdschrift: Journal of Autism and Developmental Disorders
Uitgave 2/2014
Print ISSN: 0162-3257
Elektronisch ISSN: 1573-3432

Bohn Stafleu van Loghum

Deel dit onderdeel of sectie (kopieer de link)

Tip

Swipe om te navigeren naar een ander artikel

Electronic supplementary material

Abstract

Log in om toegang te krijgen

Met onderstaand(e) abonnement(en) heeft u direct toegang:

BSL Psychologie Totaal

Andere artikelen Uitgave 2/2014

Adaptive Behavior in Toddlers Under Two with Autism Spectrum Disorders

Smiling Response, Stranger Anxiety, and Autistic Disorder

Brief Report: Autism Awareness: Views from a Campus Community

Special Issue: In Honor of Sara S. Sparrow, Ph.D.

The Clinical Utility of the Modified Checklist for Autism in Toddlers with High Risk 18–48 Month Old Children in Singapore

Urbanicity and Autism Spectrum Disorders