leap preschool: an inclusive model of early autism intervention

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LEAP Preschool: An Inclusive Model of Early Autism Intervention. Phillip S. Strain, Ph.D. University of Colorado Denver. - PowerPoint PPT Presentation

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LEAP Preschool:An Inclusive Model of Early Autism InterventionPhillip S. Strain, Ph.D.University of Colorado DenverStrain, P.S. & Bovey, E.H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education 0271121411408740, first published on May 25, 2011 as doi:10.1177/0271121411408740LEAP USA(Using Science-based Approaches)LEAP USAUsing Science-based ApproachesKey Intervention ComponentsTeaching typically-developing peers to facilitate the social and language skills of children with autismFunctional goals and objectives determined largely by family requestsEmbedding ongoing learning opportunities into typical preschool routinesLEAP USAUsing Science-based ApproachesKey Intervention Components, contTransdisciplinary model of service deliveryOngoing, daily data collection used to drive interventionUsing a broad array of evidence-based practices (PECS, PRT, Errorless Learning, Incidental Teaching, Peer-Mediated Intervention)Structured parent skill training curriculum

LEAP USAUsing Science-based ApproachesTop 12 Findings from LEAP ResearchDay-one intervention effects on peer-mediated social skills.With two years of intervention about 50% of target children engage in positive interactions at levels equivalent to typical peers.Social effects last up to 6 years post intervention.Inclusion, proximity, modeling isnt sufficientLEAP USAUsing Science-based ApproachesTop 12 Findings, contTypical children are not harmed. In fact, they turn-out to be more socially competent than age cohorts.No correlation between severity and outcome.After two years vast majority of children do not reach diagnostic threshold on CARSFamily participation reduces depression and stress.LEAP USAUsing Science-based ApproachesTop 12 Findings, contFamily skill training results in changes in child appropriate behavior and compliance.Preschoolers in year two can learn to self-monitor and self-reinforce classroom behavior.Children make, on average, one to two months developmental progress per month enrolled. Sustainability of outcomes is closely linked to quality of contemporaneous environment.Ratio Makes a DifferenceProblems with 50:50Commonality in daily lessonsMissing dataProximity among children with ASDIncreasing reinforcement for typical children

Ratio Makes a DifferenceBenefits with 3:1Generalization opportunities increasedMinimized contagion effect around problem behaviorTypical peers always have developmental matches in natural groupings

Zone Defense Is The Best DefenseWhen Adults Are So Organized and Have Explicit Schedules and Responsibilities Then:Materials are ready to go when children arrive at an activityMaximizes generalization opportunities (across instructional agents)Large group time and monitoring strategiesCueing teacherReinforcing engagementInterrupting and redirectingActive Engagement Is KeyRethinking Story Time and the Dead Person

Video Clip 1 The MittenKeeping To A Routine Is Insufficient Routine For ManyRoutine = RedundancyRoutine = Restricted StimuliRoutines within Routines (Circle Example)

Circle Time RoutineOpening SongChild passes out propSing songChild collects prop

Video Clip 2 - Opening SongHours of 1:1 Instruction = Good OutcomesAn Alternative Formula to Consider:Opportunities to respond x Functionality of opportunities x Fidelity of intervention x Breadth of impact on childs entire ecology x Attention to generalization x Social validity of outcomes =Good Outcomes

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