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Direct linkStrain, 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
Peer reviewedCrain-Thoreson, Catherine; Dale, Philip S. – Topics in Early Childhood Special Education, 1999
A study involving 32 children with language delays investigated the effectiveness of Dialogic Reading, an interactive language-facilitation technique. After adult instruction in Dialogic Reading, children spoke more, made longer utterances, produced more words, and participated more in shared book reading. No differences were found in vocabulary…
Descriptors: Developmental Delays, Early Childhood Education, Interpersonal Communication, Language Acquisition
Randomized Trial of Intensive Early Intervention for Children with Pervasive Developmental Disorder.
Smith, Tristram; Groen, Annette D.; Wynn, Jacqueline W. – American Journal on Mental Retardation, 2000
Seven young children with autism and eight with pervasive developmental disorder not otherwise specified were randomly assigned to intensive treatment or parent training. At follow-up, the intensive treatment groups outperformed the parent training group on measures of intelligence, visual-spatial skills, language, and academics, though not on…
Descriptors: Academic Achievement, Individualized Instruction, Instructional Effectiveness, Intervention
