Comparative Efficacy of LEAP, TEACCH and Non-Model-Specific Special Education Programs for Preschoolers with Autism Spectrum Disorders

被引：87

作者：

Boyd, Brian A. ^{[1
]}

Hume, Kara ^{[2
]}

McBee, Matthew T. ^{[3
]}

Alessandri, Michael ^{[4
,5
]}

Gutierrez, Anibal ^{[6
]}

Johnson, LeAnne ^{[7
]}

Sperry, Laurie ^{[8
]}

Odom, Samuel L. ^{[9
,10
]}

机构：

[1] Univ N Carolina, Div Occupat Sci & Occupat Therapy, Chapel Hill, NC 27599 USA

[2] Univ N Carolina, FPG Child Dev Inst, Chapel Hill, NC 27599 USA

[3] E Tennessee State Univ, Johnson City, TN 37614 USA

[4] Univ Miami, Ctr Autism & Related Disabil, Coral Gables, FL 33124 USA

[5] Univ Miami, Dept Psychol & Pediat, Coral Gables, FL 33124 USA

[6] Florida Int Univ, Dept Psychol, University Pk, FL USA

[7] Univ Minnesota, Special Educ Programs, Minneapolis, MN USA

[8] Griffith Univ, Sch Arts Educ & Law, Autism Ctr Excellence, Brisbane, Qld 4111, Australia

[9] Univ N Carolina, FGP Child Dev Ctr, Chapel Hill, NC 27599 USA

[10] Univ N Carolina, Sch Educ, Chapel Hill, NC 27599 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2014年 / 44卷 / 02期

关键词：

Comparative effectiveness; Comprehensive treatments; Efficacy; Intervention; LEAP; TEACCH; COMPREHENSIVE TREATMENT MODELS; INTENSIVE BEHAVIORAL TREATMENT; YOUNG-CHILDREN; EARLY INTERVENTION; TODDLERS; COMMITMENT; PHILOSOPHY; TEACHERS; STUDENTS; OUTCOMES;

D O I：

10.1007/s10803-013-1877-9

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

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.

引用

页码：366 / 380

页数：15

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