Comparison of Two Comprehensive Treatment Models for Preschool-Aged Children With Autism Spectrum Disorders and Their Families

To address this need, researchers at the University of North Carolina at Chapel Hill are evaluating two established comprehensive treatment models. Treatment and Education of Autistic and Communication-Handicapped Children and Learning Experiences: Alternative Program for Preschoolers and Parents are widely used and have been in use for over 25 years. Rigorous evidence of the efficacy of these comprehensive treatment models, however, is limited. The purpose of this study is to compare the immediate and long-term effects of the two comprehensive treatment models to each other and to a typical classroom service model. The researchers are including key outcomes related to the learning and development of young children with autism and to family functioning. Furthermore, the project will address the maintenance and differential treatment effects of each model and the relative cost.

Purpose: Prevalence rates for Autism Spectrum Disorders (ASD) have risen in the last decade. According to the Centers for Disease Control and Prevention, one in 150 children has an ASD. This increase has created pressure on local school systems to provide effective treatment and services for children with such disorders. To date, few studies have been conducted to evaluate the effects of school-based interventions that address the multiple needs of children with ASD.

To address this need, researchers at the University of North Carolina at Chapel Hill are evaluating two established comprehensive treatment models. Treatment and Education of Autistic and Communication-Handicapped Children and Learning Experiences: Alternative Program for Preschoolers and Parents are widely used and have been in use for over 25 years. Rigorous evidence of the efficacy of these comprehensive treatment models, however, is limited. The purpose of this study is to compare the immediate and long-term effects of the two comprehensive treatment models to each other and to a typical classroom service model. The researchers are including key outcomes related to the learning and development of young children with autism and to family functioning. Furthermore, the project will address the maintenance and differential treatment effects of each model and the relative cost.

Treatment and Education of Autistic and Communication-Handicapped Children is primarily based on cognitive-social learning theory that emphasizes maximizing the learning environment (i.e., structured teaching setting). There are six key features: physical organization of the environment, predictable sequence of activities, visual schedules, routines with flexibility, work/task activity systems, and visually structured activities. Prior research suggests that the intervention may improve learning of adaptive (e.g., self-help) skills, nonverbal concepts, executive function abilities, and/or be associated with changes in the core features of autism, in particular, receptive language abilities.

Learning Experiences: Alternative Program for Preschoolers and Parents is primarily based on a blend of applied behavior analysis and developmental theory that embeds individualized learning opportunities in the early childhood classroom. There are six key features: individualized learning programs designed from comprehensive assessments with ongoing monitoring, classrooms that include typically developing children, individual instruction, parent participation, transition planning, and extensive staff training. Prior research suggests that the intervention may improve joint attention and social referencing, communication (pragmatic forms), general expressive language, and positive social engagement with peers and adults.