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ERIC Number: EJ942100
Record Type: Journal
Publication Date: 2011-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-0271-1214
A Well Walked Path to Program Efficacy: The Details Tell the Story
Bruder, Mary Beth
Topics in Early Childhood Special Education, v31 n3 p158-161 Nov 2011
When the author attended an Individualized Education Program (IEP) meeting for the 3-year-old son of a friend, she met a preschool service delivery team that was struggling to design interventions for a growing population of children being diagnosed with Autism Spectrum Disorder (ASD). It is within the context of this struggle that she was so pleased to review the excellent article by Phil Strain and Ted Bovey titled "Randomized Controlled Trial of the Leap Model of Early Intervention for Young Children With Autism Spectrum Disorder." In the article, Phil and Ted provided a detailed illustration of the model development process in early childhood intervention, beginning with the evolution and validation of the features of the model. These contributions go well beyond the main focus of the article, which is a detailed description of the effectiveness of the Learning Experiences and Alternative Programs for Preschoolers and Parents (LEAP) preschool service delivery model for children with ASD. Here, the author acknowledges the significance of this study and the outcomes it achieved across children with ASD, families, and service providers. The main thrust of the study was an evaluation of a detailed set of intervention practices that, when implemented with fidelity, resulted in statistically significant improvements across a range of measures with the children in the experimental group when compared with a randomly assigned control group, which received a less systematic exposure to the intervention model. The author concludes with the expectation that the federal, state, and local policy makers, researchers, service providers, and those in personnel preparation will recognize the substantial contributions this study provides to a field that has been struggling to identify the right variables to address when designing interventions for young children with ASD.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A