Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children With Autism Spectrum Disorders

2011 ◽  
Vol 31 (3) ◽  
pp. 133-154 ◽  
Author(s):  
Phillip S. Strain ◽  
Edward H. Bovey
Keyword(s):  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Autism Symptoms ◽  
Family Socioeconomic Status ◽  
Preschool Classrooms ◽  
Randomized Design ◽  
Inclusive Preschool ◽  
Spectrum Disorders ◽  
To Receive

A clustered randomized design was used in which 28 inclusive preschool classrooms were randomly assigned to receive 2 years of training and coaching to fidelity in the LEAP (Learning Experiences and Alternative Program for Preschoolers and Their Parents) preschool model, and 28 inclusive classes were assigned to receive intervention manuals only. In total, 177 intervention classroom children and 117 comparison classroom children participated. Children were similar on all measures at start. After 2 years, experimental class children were found to have made significantly greater improvement than their comparison cohorts on measures of cognitive, language, social, and problem behavior, and autism symptoms. Behavior at entry did not predict outcome nor did family socioeconomic status. The fidelity with which teachers implemented LEAP strategies did predict outcomes. Finally, social validity measurement showed that procedures and outcomes were favorably viewed by intervention class teachers.

Randomized, Placebo-Controlled Trial of Ferrous Sulfate to Treat Insomnia in Children With Autism Spectrum Disorders

2020 ◽  
Vol 104 ◽  
pp. 30-39
Author(s):  
Ann M. Reynolds ◽  
Heidi V. Connolly ◽  
Terry Katz ◽  
Suzanne E. Goldman ◽  
Shelly K. Weiss ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Ferrous Sulfate ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

scholarly journals A Randomized, Placebo-controlled Trial of Digestive Enzymes in Children with Autism Spectrum Disorders

2015 ◽  
Vol 13 (2) ◽  
pp. 188-193 ◽  
Author(s):  
Khaled Saad ◽  
Azza A. Eltayeb ◽  
Ismail L. Mohamad ◽  
Abdulrahman A. Al-Atram ◽  
Yasser Elserogy ◽  
...  
Keyword(s):  
Autism Spectrum Disorders ◽  
Digestive Enzymes ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorders

scholarly journals The Impacts of a Reading-to-Dog Programme on Attending and Reading of Nine Children with Autism Spectrum Disorders

Animals ◽  
2019 ◽  
Vol 9 (8) ◽  
pp. 491
Author(s):  
Stefania Uccheddu ◽  
Mariangela Albertini ◽  
Ludovica Pierantoni ◽  
Sara Fantino ◽  
Federica Pirrone
Keyword(s):  
Autism Spectrum Disorders ◽  
Cognitive Skills ◽  
Controlled Trial ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Cognitive Tests ◽  
Motivation To Read ◽  
Children With Asd ◽  
Spectrum Disorders ◽  
Competence Test

Poor knowledge is available on the effectiveness of reading to dogs in educational settings, particularly in children with Autism Spectrum Disorders (ASD). In this study, we test the hypothesis that reading to a dog improves propensity towards books and motivation to read after the end of the programme, as well as reading and cognitive skills in children with ASD. The study is a prospective, randomized controlled trial, consisting of testing and re-testing after a 10 sessions reading programme with and without the presence of a dog. Nine Children with ASD (6–11 years old) were randomly assigned to a control (CG, reading without a dog, n. 4) or experimental group (EG, reading to a dog, n. 5). Children’s attendance at reading sessions was recorded at each session. Parents’ perceptions were evaluated at the end of the programme to detect changes in children’s attitudes and motivation toward reading. Psychologist-administered validated reading (Cornoldi’s MT2 reading test; test of reading comprehension, TORC; metaphonological competence test, MCF) and cognitive tests (Wechsler intelligence scale for children Wisc IV, Vineland) to all children, at baseline and at the end of the reading programme. Compared with CG children, children in the EG group participated more frequently in the reading sessions, and they were reported to be more motivated readers at home after the programme. However, there were no differences on reading and cognitive tests’ scores either within each group of children or between groups. Further studies are warranted in order to understand whether and how incorporating dogs into a reading programme is beneficial to Children with ASD at the socio-emotional and cognitive level.

Examining DIR/Floortime™ as a Treatment for Children With Autism Spectrum Disorders

2015 ◽  
Vol 27 (5) ◽  
pp. 625-635 ◽  
Author(s):  
Jean Mercer
Keyword(s):  
Autism Spectrum Disorders ◽  
Outcome Research ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Research Articles ◽  
Evidence Based ◽  
Evidence Based Treatment ◽  
Randomized Design ◽  
Social Work Practitioners ◽  
Spectrum Disorders

Purpose: To review and assess theory and research supporting DIR/Floortime™, a method proposed for treatment of young children with autism spectrum disorders (ASD). Methods: Published materials describing the principles of DIR/Floortime™ were evaluated. Published outcome research articles were assessed for the adequacy of their design and implementation and the extent to which their conclusions were supported. Results: The theoretical basis of DIR/Floortime™ appears to be generally plausible. Of the 10 outcome research articles in print, all concluding that DIR™ effectively treated ASD, five provided a comparison group, or used a randomized design, or did both. These studies failed to equalize the duration and frequency of DIR™ and the comparison treatment. Conclusions: DIR™ can be considered by social work practitioners as a possibility for evidence-based practice (EBP), but not as an evidence-based treatment (EBT). Further outcome research needs to concentrate not only on randomized design but on other design issues.

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