Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
Strain, Phillip S. (2017). Topics in Early Childhood Special Education v37 n2 p121-126 . Retrieved from: https://eric.ed.gov/?id=ED581595
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examining294Students, gradePK
Single Study Review
Review Details
Reviewed: September 2024
- Single Study Review (findings for Autism-inclusive classrooms - Strain (2017))
- Quasi-Experimental Design
- The study does not meet WWC group design standards because the analysis does not provide a credible measure of the effectiveness of the intervention.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings
Review Details
Reviewed: July 2012
- Single Study Review (920 KB) (findings for Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP))
- Randomized controlled trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Average classroom-level Mullen Scales of Early Learning: Composite score |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
72.10 |
61.40 |
Yes |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Average classroom-level Childhood Autism Rating Scale (CARS) |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
31.30 |
34.60 |
Yes |
|
|
Average classroom-level Social Skills Rating System: Problem Behavior Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
46.40 |
49.10 |
Yes |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Average classroom-level Mullen Scales of Early Learning: Receptive Language scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
51.90 |
40.70 |
Yes |
|
|
Average classroom-level Preschool Language Scale, Fourth Edition (PLS-4) |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
52.90 |
43.80 |
Yes |
|
|
Average classroom-level Mullen Scales of Early Learning: Expressive Language Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
40.10 |
35.90 |
Yes |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Average classroom-level Social Skills Rating System: Social Skills scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. No mentoring |
Posttest |
Preschool;
|
49.30 |
32.70 |
Yes |
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Rural, Suburban, Urban
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
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The version of the WWC design standards used to guide the review of the study.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, statistical significance, and sample size of the findings within a domain, the WWC assigns effectiveness ratings as one of the following: Tier 1 (strong evidence), Tier 2 (moderate evidence), Tier 3 (promising evidence), uncertain effects, and negative effects. For more detail, please see the WWC Handbook.
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Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).