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 |
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| 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 |
| 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).] |
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| DOI: | 10.1177/0271121417711531 |
