A Well Walked Path to Program Efficacy: The Details Tell the Story

Autor/in	Bruder, Mary Beth
Titel	A Well Walked Path to Program Efficacy: The Details Tell the Story
Quelle	In: Topics in Early Childhood Special Education, 31 (2011) 3, S.158-161 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121411416676
Schlagwörter	Experimental Groups; Control Groups; Early Intervention; Individualized Education Programs; Autism; Young Children; Pervasive Developmental Disorders; Preschool Children; Special Education; Early Childhood Education; Preschool Teachers + Suchen Sie Ihr Suchwort? Individualized education program; Individualisierendes Lernen; Autismus; Frühe Kindheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin
Abstract	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. (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10