Transcript Comparison of Two Comprehensive Treatment Models for

Comparison of Two Comprehensive
Treatment Models for Children with
Autism and Their Families
.
This project is funded by the Institute
of Education Sciences
7/16/2015
R324B070219
1
Purpose of Project

To compare the relative efficacy of two comprehensive
programs for treating preschool-aged children with
autism

7/16/2015
High quality TEACCH and LEAP preschool classrooms will
be compared to each other and control classrooms serving
young children with ASD
2
Brief Description of TEACCH


Treatment and Education of Autistic and related
Communication-handicapped CHildren
Theoretical foundation: Cognitive social learning theory
Key Programmatic Features:





7/16/2015
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
3
Brief Description of LEAP


Learning Experiences: Alternative Programs for Preschoolers
and Parents
Theoretical Foundation: Blend of ABA and theories of child
development
Key Programmatic Features:





7/16/2015
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
4
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


7/16/2015
Short- & longer-term efficacy of the comprehensive models
Child & family variables that moderate/mediate treatment response
5
Study Enrollment Table
TEACCH
Year 1 (2007-2008)
Year 2 (2008-2009)
Year 3 (2009-2010)
Year 4 (2010-2011)
TOTAL
7/16/2015
LEAP
No Classrooms will be enrolled
5 (NC)
0 (NC)
1 (CO)
5 (CO)
3 (FL)
3 (FL)
0 (MN)
0 (MN)
3 (NC)
0 (NC)
2 (CO)
3 (CO)
2 (FL)
4 (FL)
3 (MN)
3 (MN)
3 (NC)
0 (NC)
0 (CO)
0 (CO)
1 (FL)
4 (FL)
2 (MN)
3 (MN)
25
25
Control (Business
as Usual)
4 (NC)
2 (CO)
3 (FL)
0 (MN)
3 (NC)
2 (CO)
2 (FL)
3 (MN)
3 (NC)
0 (CO)
2 (FL)
2 (MN)
25
6
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

7/16/2015
Booster teacher training sessions will be provided for
teachers involved in the study prior to starting data collection
7
Research Questions
1.
2.
3.
4.
5.
6.
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?
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?
What are the relative, immediate and long-term effects of the three modes of
treatment on families of young children with ASD?
Are there child characteristic variables associated with response to treatment for the
three modes of treatment?
Are there variables that mediate and moderate the relative treatment effects for
young children with ASD?
What are the relative costs of LEAP, TEACCH, and standard eclectic services for
children with autism and their families?
7/16/2015
8
Inclusion/Exclusion Criteria
Classrooms and Teachers
 Inclusion criteria
1.
2.
3.
4.
All programs operate within the public school system
Teachers certified to teach special education
Teachers have attended a formal TEACCH or LEAP training
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 criterion
1.
7/16/2015
Classrooms that appear to be “outliers” (e.g., only girls with autism)
9
Inclusion/Exclusion Criteria (cont’d)
Child
 Inclusion criteria
1.
2.
3.
4.

Exclusion criteria
1.
2.

Child is between the ages of 3 – 5
1st year of enrollment in TEACCH, LEAP, or control classroom
Previous clinical diagnosis of an autism spectrum disorder (ASD)
Meet ASD criteria on the Autism Diagnostic Observation Schedule
(ADOS), considered a gold-standard diagnostic tool
Uncorrected vision/hearing/physical impairment that would impact
developmental testing
History of traumatic brain injury
We are including children with comorbid genetic syndromes
7/16/2015
10
Matching Active Treatment and Control
Classrooms
General Matching Variables
1. Cognitive profile of children
2. Gender ratio of children
3. Ethnic/linguistic characteristics of families & children
4. SES of community
5. School type (urban/suburban/rural)
7/16/2015
11
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

7/16/2015
Hierarchical Linear Modeling (HLM) will be the primary data
analytic strategy used for this quasi-experimental study
12
Any Questions
Contact:
Brian Boyd, Principal Investigator and
Project Director
[email protected]
7/16/2015
13