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


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

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Purpose of Project To look at the relative adequacy of two thorough projects for treating preschool-matured youngsters with extreme introvertedness High quality TEACCH and LEAP preschool classrooms will be contrasted with each other and control classrooms serving youthful kids with ASD

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Brief Description of TEACCH T reatment and E ducation of An utistic and related C ommunication-incapacitated CH ildren Theoretical establishment: Cognitive social learning hypothesis Key Programmatic Features: Self-contained classrooms for kids regularly are utilized Adult-organized learning openings are utilized Classroom environment is masterminded in view of attributes of a mental imbalance Special training educator is the essential teacher Strong parent contribution part

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Brief Description of LEAP L acquiring E xperiences: A lternative P rograms for Preschoolers and Parents Theoretical Foundation: Blend of ABA and speculations of tyke improvement Key Programmatic Features: Typically creating kids are full-time class individuals Naturalistic showing procedures are utilized Classroom environment mirrors common early adolescence setting Co-showing model of direction Strong parent preparing segment

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Project Overview Four year, multi-site concentrate on including the accompanying 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. Blunt Symons & Lesley Craig-Unkefer—University of Minnesota) Approximately N = 75 preschool classrooms will be included in the concentrate Family and youngster measures will be gathered at Pre-treatment, Post-treatment, and 6 month follow-up time focuses to inspect Short-& longer-term adequacy of the far reaching models Child & family factors that direct/intervene treatment reaction

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Study Enrollment Table

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Description of Years 1 – 4 Year 1: Psychometric approval of TEACCH & LEAP constancy measures To guarantee the underlying and on-going nature of the dynamic treatment classrooms To guarantee devotion measures separate the exhaustive models from each different and also control classrooms Years 2-4 : Collection of tyke and family information Booster instructor instructional courses will be accommodated educators required in the study before beginning information accumulation

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Research Questions What are the quick and relative treatment impacts of the TEACCH, LEAP, and control classroom models on the formative execution of preschool-age kids with ASD? What are the longitudinal treatment impacts of the three methods of treatment on the ensuing social, correspondence, and versatile execution of kids ASD after they move to their next instructive setting? What are the relative, quick and long haul impacts of the three methods of treatment on groups of youthful youngsters with ASD? Are there tyke trademark factors connected with reaction to treatment for the three methods of treatment? Are there factors that intervene and direct the relative treatment impacts for youthful youngsters with ASD? What are the relative expenses of LEAP, TEACCH, and standard mixed administrations for kids with extreme introvertedness and their families?

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Inclusion/Exclusion Criteria Classrooms and Teachers Inclusion criteria All projects work inside the government funded educational system Teachers affirmed to show specialized curriculum Teachers have gone to a formal TEACCH or LEAP preparing Teachers have been working in a TEACCH or LEAP classroom for no less than 2 years before the study For control classrooms—instructors have been showing kids with extreme introvertedness for no less than 2 years preceding the study Exclusion paradigm Classrooms that seem, by all accounts, to be "anomalies" (e.g., just young ladies with a mental imbalance)

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Inclusion/Exclusion Criteria (cont\'d) Child Inclusion criteria Child is between the ages of 3 – 5 1 st year of enlistment in TEACCH, LEAP, or control classroom Previous clinical finding of an a mental imbalance range issue (ASD) Meet ASD criteria on the Autism Diagnostic Observation Schedule (ADOS), considered a highest quality level demonstrative device Exclusion criteria Uncorrected vision/hearing/physical impedance that would affect formative testing History of traumatic mind damage We are incorporating youngsters with comorbid hereditary disorders

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Matching Active Treatment and Control Classrooms General Matching Variables Cognitive profile of kids Gender proportion of kids Ethnic/semantic attributes of families & kids SES of group School sort (urban/rural/country)

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Categorization of Measures Combination of institutionalized tyke appraisals, educator & parent polls/interviews, & coordinate 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 essential information scientific procedure utilized for this semi trial examine

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

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