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

doi:10.1007/s10803-013-1877-9

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

Educational Psychology

Research output: Contribution to journal › Article › peer-review

118 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 language	English (US)
Pages (from-to)	366-380
Number of pages	15
Journal	Journal of Autism and Developmental Disorders
Volume	44
Issue number	2
DOIs	https://doi.org/10.1007/s10803-013-1877-9
State	Published - Feb 2014

Bibliographical note

Funding Information:
Acknowledgments The research reported here was supported by the Institute of Education Sciences, US Department of Education through Grant R324B070219 awarded to UNC-Chapel Hill. The opinions expressed represent those of the authors and do not represent views of the Institute or the US Department of Education. At the time the study was conducted, Dr. Matthew McBee was at the UNC-Chapel Hill, Dr. Anibal Gutierrez was at the University of Miami and Dr. Laurie Sperry was at the University of Colorado-Denver. Finally, we wish to thank all of the families, teachers and other school personnel who participated in this study.

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Comparative effectiveness
Comprehensive treatments
Efficacy
Intervention
LEAP
TEACCH

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10.1007/s10803-013-1877-9

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

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.",

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

Abstract

Bibliographical note

UN SDGs

Keywords

Publisher link

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