Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders
Strain, Phillip S.; Bovey, Edward H. (2011). Topics in Early Childhood Special Education, v31 n3 p133-154 . Retrieved from: https://eric.ed.gov/?id=EJ942105
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examining294Students, gradePK
Single Study Review
Review Details
Reviewed: December 2024
- Single Study Review (findings for Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
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 |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Mullen Scales of Early Learning (MSEL): Visual Receptive Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
20.40 |
11.70 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Mullen Scales of Early Learning (MSEL): Expressive Language Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
9.80 |
5.60 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Mullen Scales of Early Learning (MSEL): Fine Motor Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
11.40 |
5.00 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Mullen Scales of Early Learning (MSEL): composite score |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
8.90 |
-1.80 |
Yes |
|
|
Preschool Language Scale-4th edition (PLS-4) |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
18.50 |
9.40 |
Yes |
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Mullen Scales of Early Learning (MSEL): Receptive Language Scale |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
18.50 |
7.30 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
|---|---|---|---|---|---|---|---|
|
Social Skills Rating System (SSRS): Prosocial Behavior scale - teacher report |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
28.60 |
12.00 |
Yes |
|
|
Childhood Autism Rating System (CARS) |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
-6.10 |
-2.80 |
Yes |
|
|
Social Skills Rating System (SSRS): Problem Behavior scale - teacher report |
Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) vs. Business as usual |
2 Years |
Full sample;
|
-7.00 |
-4.30 |
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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Other or unknown: 100% -
Rural, Suburban, Urban
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Race Other or unknown 100% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place in 50 preschool classrooms in 16 metropolitan, suburban, and rural school districts across seven states.
Study sample
The researchers randomly assigned 28 classrooms to the intervention group and 23 classrooms to the comparison group. All classrooms included at least one student with autism spectrum disorder (ASD). A total of 294 preschool students diagnosed with ASD were included in the study, including 177 students in the intervention classrooms and 117 in comparison classrooms. Based on the Childhood Autism Rating Scale, participants’ symptoms ranged from moderate to severe. The average student was between 4 and 4.5 years old.
Intervention Group
Intervention classrooms implemented the full Learning Experiences and Alternative Program for Preschoolers and their Parents (LEAP) program. The LEAP model uses an inclusive education approach where children with ASD are taught alongside typically developing peers. The model incorporates several learning approaches including peer-mediated interventions, errorless learning, time delay, incidental teaching, pivotal response training, picture exchange communication system, and positive behavior support. Teachers in the LEAP classrooms received written materials and two years of training and mentoring, including skill-area presentations and demonstrations by LEAP trainers, and onsite training and support. Children with ASD were provided with classroom adaptations and support to facilitate their immersion. Their typically developing peers were trained on how to communicate and interact with children with ASD. Families were provided with skills training focused on behavioral teaching strategies for daily routines. Data were collected and reviewed daily to inform decision-making in the absence of behavior change.
Comparison Group
Teachers in comparison classrooms were provided with LEAP intervention manuals and videos as well as training presentation materials for family skills training, social skills training, and design and operation of an inclusive classroom. Comparison teachers did not receive mentoring or onsite training.
Support for implementation
Preschools assigned to the intervention condition (full LEAP replication) received 2 years of training and mentoring with LEAP trainers, including demonstrations and observations, training of on-site supervisors, and follow-up training every 6 to 8 weeks basis. Full replication sites received approximately 23 full days of training and coaching over 2 years. By the end of the second year of implementation, intervention group classrooms implemented 87% of LEAP program components, on average, and comparison classrooms implemented 38% of LEAP components.
Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Strain, Phillip S. (2017). Four-Year Follow-Up of Children in the Leap Randomized Trial: Some Planned and Accidental Findings. Topics in Early Childhood Special Education v37 n2 p121-126.
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Boyd, B. A., Hume, K., McBee, M. T., Alessandri, M., Gutierrez, A., Johnson, L., Sperry, L., & Odom, S. L. (2014). Comparative efficacy of LEAP, TEACCH and non-model-specific special education programs for preschoolers with autism spectrum disorders [LEAP]. Journal of Autism and Developmental Disorders, 44, 366-380.
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.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
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.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
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.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
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).