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Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings

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Title: Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
Language: English
Authors: Strain, Phillip S.
Source: Grantee Submission. Aug 2017 37(2):121-126.
Peer Reviewed: Y
Page Count: 6
Publication Date: 2017
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A110246
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Kindergarten
Primary Education
Early Childhood Education
Preschool Education
Descriptors: Pervasive Developmental Disorders, Autism, Rating Scales, Behavior Rating Scales, Adjustment (to Environment), Interpersonal Competence, Followup Studies, Preschool Children, Parents, Early Intervention, Randomized Controlled Trials, Student Placement, Outcomes of Education, Program Effectiveness, Communication Skills, Thinking Skills, Cognitive Development, Quality of Life, Elementary School Students, Kindergarten, Preschool Education, Achievement Tests, Language Tests, Special Education, Check Lists, Disability Identification, Delayed Speech, Parent Surveys, Expressive Language, Language Acquisition, Screening Tests, Toddlers, Vocabulary Development
Assessment and Survey Identifiers: Childhood Autism Rating Scale, Vineland Adaptive Behavior Scales, Social Skills Rating System, Kaufman Test of Educational Achievement, Test of Early Language Development
DOI: 10.1177/0271121417711531
Abstract: This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific to communication, adaptive behavior, social, academic, and cognitive skills. Statistically significant group differences were noted in cognitive development and social skills. However, when placement was treated as an independent variable, very large effects were seen across all outcome measures, including autism symptoms, for children who were enrolled in inclusive settings. Data from adult family members confirmed important changes in perceived quality of life. [This paper was published in "Topics in Early Childhood Special Education" (EJ1148719).]
Abstractor: As Provided
Number of References: 16
IES Funded: Yes
Entry Date: 2017
Accession Number: ED581595
Database: ERIC
FullText Text:
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  Data: Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. Aug 2017 37(2):121-126.
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  Data: 10.1177/0271121417711531
– Name: Abstract
  Label: Abstract
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  Data: This article reports on a 4-year follow-up study from the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) randomized trial of early intervention for young children with autism. Overall, participants from LEAP classes were marginally superior to comparison class children on elementary school outcomes specific to communication, adaptive behavior, social, academic, and cognitive skills. Statistically significant group differences were noted in cognitive development and social skills. However, when placement was treated as an independent variable, very large effects were seen across all outcome measures, including autism symptoms, for children who were enrolled in inclusive settings. Data from adult family members confirmed important changes in perceived quality of life. [This paper was published in "Topics in Early Childhood Special Education" (EJ1148719).]
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  Data: ED581595
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED581595
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        Value: 10.1177/0271121417711531
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 6
        StartPage: 121
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      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Autism
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      – SubjectFull: Rating Scales
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      – SubjectFull: Behavior Rating Scales
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      – SubjectFull: Adjustment (to Environment)
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      – SubjectFull: Followup Studies
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      – SubjectFull: Early Intervention
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      – SubjectFull: Communication Skills
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Cognitive Development
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      – SubjectFull: Quality of Life
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      – SubjectFull: Screening Tests
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      – SubjectFull: Toddlers
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      – SubjectFull: Social Skills Rating System
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      – SubjectFull: Kaufman Test of Educational Achievement
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      – SubjectFull: Test of Early Language Development
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      – TitleFull: Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
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