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Randomized, Controlled Trial of the LEAP Model of Early Intervention for Young Children with Autism Spectrum Disorders
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Strain, Phillip S.; Bovey, Edward H. – Topics in Early Childhood Special Education, 2011
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.…
Descriptors: Early Intervention, Preschool Education, Autism, Young Children
Severe Reading Difficulties--Can They Be Prevented? A Comparison of Prevention and Intervention Approaches
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Scanlon, Donna M.; Vellutino, Frank R.; Small, Sheila G.; Fanuele, Diane P.; Sweeney, Joan M. – Exceptionality, 2005
This study evaluated the efficacy of a preventative program delivered in kindergarten to children who were identified as being at risk for experiencing reading difficulties. It also examined the effects of two 1st-grade intervention programs delivered to children who demonstrated substantial difficulty with reading development at the beginning of…
Descriptors: Grade 1, Kindergarten, Young Children, Program Effectiveness
First Step to Success: An Early Intervention Approach for Preventing School Antisocial Behavior.
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Walker, Hill M.; Kavanagh, Kate; Stiller, Bruce; Golly, Annemieke; Severson, Herbert H.; Feil, Edward G. – Journal of Emotional and Behavioral Disorders, 1998
Reports results of a four-year study involving 46 at-risk kindergartners that was designed to develop and evaluate a combined home and school intervention approach to preventing school antisocial behavior. Results indicated a measurable intervention effect for participants and persistence of gains into the primary grades. (Author/CR)
Descriptors: Antisocial Behavior, Behavior Disorders, Early Intervention, Emotional Disturbances
Treating Children With Early-Onset Conduct Problems: Intervention Outcomes for Parent, Child, and Teacher Training
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Webster-Stratton, Carolyn; Reid, M. Jamila; Hammond, Mary – Journal of Clinical Child and Adolescent Psychology, 2004
Families of 159, 4- to 8-year-old children with oppositional defiant disorder (ODD) were randomly assigned to parent training (PT); parent plus teacher training (PT + TT); child training (CT); child plus teacher training (CT + TT); parent, child, plus teacher training (PT + CT + TT); or a waiting list control. Reports and independent observations…
Descriptors: Inservice Teacher Education, Behavior Modification, Peer Relationship, Parent Child Relationship