학술논문
Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders.
Document Type
Article
Author
Source
Subject
*SPECIAL education
*TEACHING methods
*EVALUATION of teaching
*ANALYSIS of covariance
*ANALYSIS of variance
*AUTISM in children
*COMPARATIVE studies
*EDUCATION research
*FACTOR analysis
*LEARNING strategies
*LONGITUDINAL method
*RESEARCH methodology
*QUESTIONNAIRES
*RESEARCH
*RESEARCH funding
*STATISTICS
*TEACHERS
*DATA analysis
*INTER-observer reliability
*REPEATED measures design
*DESCRIPTIVE statistics
*CHILDREN
*EVALUATION
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Language
ISSN
0162-3257
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. [ABSTRACT FROM AUTHOR]