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Comparison of Two Comprehensive Treatment Models for Children with Autism and Their Families

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This project is funded by the Institute of Education Sciences

R324B070219

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Purpose of Project To compare the relative efficacy of two

comprehensive programs for treating preschool-aged children with autism High quality TEACCH and LEAP preschool

classrooms will be compared to each other and control classrooms serving young children with ASD

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Brief Description of TEACCH

Treatment and Education of Autistic and related Communication-handicapped CHildren

Theoretical foundation: Cognitive social learning theory

Key Programmatic Features: Self-contained classrooms for children often are used Adult-structured learning opportunities are used Classroom environment is arranged based on

characteristics of autism Special education teacher is the primary instructor Strong parent involvement component

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Brief Description of LEAPLearning Experiences: Alternative Programs for Preschoolers and Parents

Theoretical Foundation: Blend of ABA and theories of child development

Key Programmatic Features: Typically developing children are full-time class

members Naturalistic teaching strategies are used Classroom environment mirrors typical early childhood

setting Co-teaching model of instruction Strong parent training component

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Project Overview Four year, multi-site study involving the following states:

North Carolina (Drs. Sam Odom & Brian Boyd—UNC-Chapel Hill) Colorado (Dr. Laurie Sperry—UC-Denver) Florida (Drs. Michael Alessandri & Anibal Gutierrez—University of Miami) Minnesota (Drs. Frank Symons & Lesley Craig-Unkefer—University of

Minnesota)

Approximately N = 75 preschool classrooms will be involved in the study

Family and child measures will be collected at Pre-treatment, Post-treatment, and 6 month follow-up time points to examine Short- & longer-term efficacy of the comprehensive models Child & family variables that moderate/mediate treatment response

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TEACCH LEAP Control (Business as Usual)

Year 1 (2007-2008) No Classrooms will be enrolled Year 2 (2008-2009) 5 (NC)

1 (CO) 3 (FL) 0 (MN)

0 (NC) 5 (CO) 3 (FL) 0 (MN)

4 (NC) 2 (CO) 3 (FL) 0 (MN)

Year 3 (2009-2010) 3 (NC) 2 (CO) 2 (FL) 3 (MN)

0 (NC) 3 (CO) 4 (FL) 3 (MN)

3 (NC) 2 (CO) 2 (FL) 3 (MN)

Year 4 (2010-2011) 3 (NC) 0 (CO) 1 (FL) 2 (MN)

0 (NC) 0 (CO) 4 (FL) 3 (MN)

3 (NC) 0 (CO) 2 (FL) 2 (MN)

TOTAL 25 25 25

Study Enrollment Table

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Description of Years 1 – 4 Year 1: Psychometric validation of TEACCH

& LEAP fidelity measures To ensure the initial and on-going quality of the

active treatment classrooms To ensure fidelity measures discriminate the

comprehensive models from each other as well as control classrooms

Years 2-4: Collection of child and family data Booster teacher training sessions will be provided

for teachers involved in the study prior to starting data collection

Research Questions1. What are the immediate and relative treatment effects of the

TEACCH, LEAP, and control classroom models on the developmental performance of preschool-age children with ASD?

2. What are the longitudinal treatment effects of the three modes of treatment on the subsequent social, communication, and adaptive performance of children ASD after they transition to their next educational setting?

3. What are the relative, immediate and long-term effects of the three modes of treatment on families of young children with ASD?

4. Are there child characteristic variables associated with response to treatment for the three modes of treatment?

5. Are there variables that mediate and moderate the relative treatment effects for young children with ASD?

6. What are the relative costs of LEAP, TEACCH, and standard eclectic services for children with autism and their families?

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Inclusion/Exclusion CriteriaClassrooms and Teachers Inclusion criteria

1. All programs operate within the public school system

2. Teachers certified to teach special education

3. Teachers have attended a formal TEACCH or LEAP training

4. Teachers have been working in a TEACCH or LEAP classroom for at least 2 years prior to the study For control classrooms—teachers have been teaching

children with autism for at least 2 years prior to the study

Exclusion criterion1. Classrooms that appear to be “outliers” (e.g., only girls

with autism)

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Inclusion/Exclusion Criteria (cont’d)

Child Inclusion criteria

1. Child is between the ages of 3 – 52. 1st year of enrollment in TEACCH, LEAP, or control classroom 3. Previous clinical diagnosis of an autism spectrum disorder

(ASD)4. Meet ASD criteria on the Autism Diagnostic Observation

Schedule (ADOS), considered a gold-standard diagnostic tool Exclusion criteria

1. Uncorrected vision/hearing/physical impairment that would impact developmental testing

2. History of traumatic brain injury We are including children with comorbid genetic

syndromes

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Matching Active Treatment and Control Classrooms

General Matching Variables1. Cognitive profile of children2. Gender ratio of children3. Ethnic/linguistic characteristics of

families & children4. SES of community5. School type (urban/suburban/rural)

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Categorization of Measures Combination of standardized child assessments,

teacher & parent questionnaires/interviews, & direct classroom measures Neuropsychological/Cognitive Profile Core Features of Autism Associated or Secondary Characteristics of Autism Family Functioning

Data Analysis Hierarchical Linear Modeling (HLM) will be the

primary data analytic strategy used for this quasi-experimental study

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Any Questions

Contact:Brian Boyd, Principal

Investigator and Project Director

boyd@mail.fpg.unc.edu