Comparison of Two Comprehensive Treatment Models for Children with Autism and Their Families

1. Comparison of Two Comprehensive Treatment Models for Children with Autism and Their Families . This project is funded by the Institute of Education Sciences R324B070219

2. Purpose of Project • To compare the relative efficacy of two comprehensive programs for treating preschool-aged children with autism • High quality TEACCH and LEAP preschool classrooms will be compared to each other and control classrooms serving young children with ASD

3. Brief Description of TEACCH Treatment and Education of Autistic and related Communication-handicapped CHildren • Theoretical foundation: Cognitive social learning theory • Key Programmatic Features: • 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

4. 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: • 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

5. 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 • Short- & longer-term efficacy of the comprehensive models • Child & family variables that moderate/mediate treatment response

6. Study Enrollment Table

7. 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 • Booster teacher training sessions will be provided for teachers involved in the study prior to starting data collection

8. Research Questions • 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?

9. Inclusion/Exclusion Criteria Classrooms and Teachers • Inclusion criteria • 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 • Classrooms that appear to be “outliers” (e.g., only girls with autism)

10. Inclusion/Exclusion Criteria (cont’d) Child • Inclusion criteria • 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 • Exclusion criteria • Uncorrected vision/hearing/physical impairment that would impact developmental testing • History of traumatic brain injury • We are including children with comorbid genetic syndromes

11. Matching Active Treatment and Control Classrooms General Matching Variables • Cognitive profile of children • Gender ratio of children • Ethnic/linguistic characteristics of families & children • SES of community • School type (urban/suburban/rural)

12. 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 • Hierarchical Linear Modeling (HLM) will be the primary data analytic strategy used for this quasi-experimental study

13. Any Questions Contact: Brian Boyd, Principal Investigator and Project Director boyd@mail.fpg.unc.edu