This randomized, controlled trial, comparing the Comprehensive Autism Program (CAP) and business as usual programs, studied outcomes for 3-5 year old students with autism spectrum disorder (ASD). Participants included 84 teachers and 302 students with ASD and their parents. CAP utilized specialized curricula and training components to implement specific evidence-based practices both at school and home. A comprehensive set of outcome areas was studied. Hierarchical linear modeling was used to estimate the treatment impact. CAP had small positive impacts on the students' receptive language (effect size of .13) and on their social skills as rated by teachers (effect size of .19). Treatment effects were moderated by severity of ASD.
The Autism Spectrum Disorders Outcome Study is tracking the educational progress of 67 students, between the ages of 2 and 6 years, whose primary diagnosis for services is an autism spectrum disorder. This article describes the study, how student outcomes have been measured, and how student progress has been reported to service providers and parents. Outcome data has been collected from performance observations, parent and teacher surveys, and standardized assessments. The strength of this data-collection approach is that it uses a variety of sources and multiple methods to monitor student progress. Initial results, based on the first 16 months of the study, have shown that the majority of the children have made significant progress in the areas of social interaction, expressive speech, and use of language concepts. In addition, they have displayed significant decreases in behaviors associated with autism spectrum disorders. This study began in 1998 and will continue at least through August of 2003.
Introduction The study reported here evaluated whether there was a difference in students’ outcomes for braille fluency when instruction was provided with traditional braille media or refreshable braille. Students’ and teachers’ perceptions of the efficacy of the use of the different instructional media were analyzed. Methods Nine students from public and residential schools, using the Patterns reading series, participated in the study. In an alternating-treatments design, weekly curriculum-based measures that were developed to measure oral reading fluency and word-writing fluency were used to monitor the students’ progress with each instructional medium. Semistructured interviews at the conclusion of the study gathered information about the benefits and challenges of each medium. Results Throughout the 18 weeks of instruction, there were no consistent differences between students’ use of the refreshable braille display and their use of paper and the Perkins Brailler. All students achieved gains in their knowledge of braille letters and contractions, and many achieved an increase in fluency, although the increase was not tied to one instructional medium. The participants identified both the advantages and disadvantages of each medium. Discussion The study did not reveal consistent differences among the students between the outcomes of instruction with the traditional Perkins Brailler and paper or the electronic braille notetaker with a refreshable braille display. The teachers were concerned about the inability of students to obtain spatial relationships using refreshable braille. Implications for practitioners This study did not provide a clear answer to questions regarding differences in outcomes. The findings suggest that following some instruction with the technology, students can quickly learn to use an electronic braille device, are motivated to use these devices, and may demonstrate enhanced outcomes.
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