LEAP – USA (Using Science-based Approaches) Three Year Follow-up Outcomes for Children with Autism in LEAP's Randomized Trial Phillip S. Strain & Ted Bovey University of Colorado Denver

LEAP – USA Using Science-based Approaches Key Intervention Components Teaching typically-developing peers to facilitate the social and language skills of children with autism Functional goals and objectives determined largely by family requests Embedding ongoing learning opportunities into typical preschool routines

The Mitten

LEAP – USA Using Science-based Approaches Key Intervention Components, cont Transdisciplinary model of service delivery Ongoing, daily data collection used to drive intervention Using a broad array of evidence-based practices (PECS, PRT, Errorless Learning, Incidental Teaching, Peer-Mediated Intervention) Structured parent skill training curriculum

Parent Coaching

Parent Coaching - 2

LEAP – USA Using Science-based Approaches Top 12 Findings from LEAP Research (Single Case & Quasi-experimental 1.Day-one intervention effects on peer- mediated social skills. 2.With two years of intervention about 50% of target children engage in positive interactions at levels equivalent to typical peers. 3.Social effects last up to 6 years post intervention. 4.Inclusion, proximity, modeling isn’t sufficient

LEAP – USA Using Science-based Approaches Top 12 Findings, cont 5.Typical children are not harmed. In fact, they turn-out to be more socially competent than age cohorts. 6.No correlation between severity and outcome. 7.After two years vast majority of children do not reach diagnostic threshold on CARS 8.Family participation reduces depression and stress.

LEAP – USA Using Science-based Approaches Top 12 Findings, cont 9.Family skill training results in changes in child appropriate behavior and compliance. 10.Preschoolers in year two can learn to self- monitor and self-reinforce classroom behavior. 11.Children make, on average, one to two months developmental progress per month enrolled. 12.Sustainability of outcomes is closely linked to quality of contemporaneous environment.

Child Outcomes After 2 Years of Study Participation Full ReplicationManuals Only MeanSD  MeanSD  ES CARS *.59 PLS-4 (Total Language Score) b **.92 Mullen ELC a **.89 Visual Reception b **.80 Fine Motor b *.81 Receptive Language b **.89 Expressive Language b *.60 SSRS Positive c **1.22 SSRS Negative c *.62 ES = Effect size difference between  for full replication and  for manuals only group * p <.05, ** p <.01 comparing  for full replication and  for manuals only group  = Mean differences between initial assessment and Year 2 data. a = Standard score b = Age (months developmental) equivalent c = Percentile rank score

LEAP Follow Up Measures Educational Placement Quality of Classroom Rating Childhood Autism Rating Scale (CARS) Social Skills Rating Scale (SSRS) Kaufman Test of Educational Achievement - Brief (KTEA – Brief) Test of Language Development (TOLD) Leiter (Brief IQ)

Case Study 1 PreschoolFollow Up MeasureEntryExit Age3yr 1mo.4yr 7 mo.7yr 3mo. PlacementLEAP 100% Gen Ed. CARS Language PLS – 4 (Total Language Score)*5075 Language TOLD (Spoken Language Composite)*91 Cognitive Mullen (Early Learning Composite)*4960 Cognitive Leiter (Brief IQ)*91 Academic KTEA (Brief Achievement Composite)*102 Vineland (Adaptive Behavior)NA SSRS – Positive Social Behaviors**< SSRS – Negative Behaviors**75 55

Case Study 2 PreschoolFollow Up MeasureEntryExit Age3yr 0mo.4yr 8mo.7yr 8mo. PlacementLEAP 100% Gen Ed CARS Language PLS – 4 (Total Language Score)*5293 Language TOLD (Spoken Language Composite)*94 Cognitive Mullen (Early Learning Composite)*6462 Cognitive Leiter (Brief IQ)*91 Academic KTEA (Brief Achievement Composite)*105 Vineland (Adaptive Behavior)99 SSRS – Positive Social Behaviors**588NA SSRS – Negative Behaviors**4715NA

Case Study 3 PreschoolFollow Up MeasureEntryExit Age3yr 5mo.5yr 0mo.7yr 11mo. PlacementLEAP 100% Gen Ed CARS Language PLS – 4 (Total Language Score)*5189 Language TOLD (Spoken Language Composite)*107 Cognitive Mullen (Early Learning Composite)*5373 Cognitive Leiter (Brief IQ)*95 Academic KTEA (Brief Achievement Composite)*124 Vineland (Adaptive Behavior)115 SSRS – Positive Social Behaviors**68861 SSRS – Negative Behaviors**6815<16

Severity Twins In Inclusion Vs. Segregated Elem. Settings PS Exit CARS 3 rd Grade CARS Segregated (Less than 79% Inclusion) Included 80% or More Pair Pair

Severity Twins In Inclusion Vs. Segregated Elem. Settings PS Exit CARS 3 rd Grade CARS Segregated (Less than 79% Inclusion) Included 80% or More Pair Pair

Additional Data for “Twin” Pairs KTEA*Leiter R**TOLD*** Pair 1 I S Pair 2 I S Pair 3 I S Pair 4 I S * KTEA Brief Achievement Composite ** Leiter R Brief IQ Score *** TOLD 4 Spoken Language Composite