WWC review of this study

Randomized, controlled trial of a comprehensive program for young students with autism spectrum disorder

Young, H. E., Falco, R. A., & Hanita, M. (2016). Journal of Autism and Developmental Disorders, 46(2) 544-560. . Retrieved from: https://eric.ed.gov/?id=EJ1088333

  • Randomized Controlled Trial
     examining 
    235
     Students
    , grades
    PK-K

Reviewed: November 2017

At least one statistically significant positive finding
Meets WWC standards with reservations
Cognition outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Battelle Development Inventory 2 (BDI-2)

IES Funded Studies vs. Business as usual

0 Days

Full sample;
235 students

N/A

N/A

No

--
Problem behavior outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Social Skills Rating System (SSRS) Problem Behavior: Teacher report

IES Funded Studies vs. Business as usual

0 Days

Full sample;
222 students

105.12

105.14

No

--
More Outcomes

Social Skills Rating System (SSRS) Problem Behavior: Parent report

IES Funded Studies vs. Business as usual

0 Days

Full sample;
129 students

106.33

108.15

No

--
Self-care/daily living outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Vineland: Daily Living Skills

IES Funded Studies vs. Business as usual

0 Days

Full sample;
179 students

78.73

78.37

No

--
Social-emotional competence outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Social Skills Rating System (SSRS) Social Skills: Parent report

IES Funded Studies vs. Business as usual

0 Days

Full sample;
131 students

73.00

72.98

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Female: 20%
    Male: 80%

  • Rural, Urban
    • B
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    Oregon, Washington
  • Race
    Black
    8%
    Native American
    1%
    Other or unknown
    24%
    Pacific Islander
    10%
    White
    58%
  • Ethnicity
    Hispanic    
    11%
    Not Hispanic or Latino    
    89%

Setting

The study took place in 65 public schools from the states of Oregon and Washington.

Study sample

Demographic characteristics of the analytic sample were not provided. Based on the initial randomized sample, students in the intervention group 81.5% were male, 55.6% were non-Hispanic White, 11.8% were Hispanic, 11.2% were Asian or other Pacific Islander, 7.3% were African American, and 0.6% were American Indian or Alaskan Native. Students in the randomized comparison sample were 78.2% were male, 60.5% were non-Hispanic White, 9.7% were Hispanic, 8.9% were Asian or other Pacific Islander, 8.1% were African American, and 0.8% were American Indian or Alaskan Native.

Intervention Group

The Comprehensive Autism Program (CAP) includes using a comprehensive set of practices that the authors considered evidence-based practices. This includes a specific set of environmental and visual supports across multiple environments over the course of each day. Behavioral strategies, pivotal response and discrete trial training were also used each day throughout the course of the day and for 15 minutes during individualized instruction. In addition, teachers used Applied Behavior Analysis, Floor time, preacademic instruction, picture communication systems, social skills training, and TEACCH work systems. Outside of school, families could receive home visits and consultations.

Comparison Group

The business-as-usual condition included Applied Behavior Analysis, discrete trial training, direct instruction, environmental arrangement, Floor time, Picture Exchange Communication System, pivotal response training, social skills training, TEACCH work systems, and visual supports.

Support for implementation

Intervention teachers participated in an initial 2-day training and also received coaching up to eight times each month. The training and coaching covered the intervention components noted above and used the Strategies for Teaching based on Autism Research (STAR) curriculum. In addition, parents of students in the intervention condition participated in two trainings, for 2 hours each, covering such topics as environmental arrangements, visual supports, behavioral strategies, and pivotal response training.

 

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This download will include data files for study and findings review data and a data dictionary.

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