Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders

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

Research output: Contribution to journalArticlepeer-review

68 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)366-380
Number of pages15
JournalJournal of Autism and Developmental Disorders
Volume44
Issue number2
DOIs
StatePublished - Feb 2014

Keywords

  • Comparative effectiveness
  • Comprehensive treatments
  • Efficacy
  • Intervention
  • LEAP
  • TEACCH

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