Individualized Group Instruction of Normally Developing and Autistic-like Children: The LEAP Curriculum Model

Abstract

This paper focuses on a description of an approach to individualize group instruction and an evaluation of preacademic/academic program effects for normally developing and autistic-like children, Essential features of the individualized group instruction procedure include: individualized curriculum for each class participant; frequent assessment of intervention impact; opportunities to revise curricular objectives; planning lessons that include objectives for each child; management of behavior in a group; and daily review of goal plans, The results of program evaluation on 13 normally developing and 6 autistic-like children showed that: (a) normally developing children achieved, on the average, a twofold increase in their rate of development during program participation; (b) autistic-like children achieved, on the average, a twofold increase in their rate of development during program participation; and (c) autistic-like children's intervention rate of performance was above that for normally developing children at program entry.

Change in autism core symptoms with intervention

“…The developmentally oriented approach is drawn from a developmental model of autism (Hoyson, Jamieson, & Strain, 1984;Rogers, Bennetto, McEvoy, & Pennington, 1996;Rogers & Pennington, 1991). Among the important components of the intervention are teaching imitation and developing awareness of social interactions and reciprocity.…”

Neuropsychology of autism in young children and its implications for early intervention

“…A developmental/behavioral curriculum implemented in an integrated setting characterized the LEAP Program (Learning Experiences ...An Alternative Program for Preschoolers and Parents) carried out by Strain, Hoyson, and others [Hoyson et al, 1984]. The authors reported striking gains in six ''autisticlike'' children in language, intellectual levels, and behavior, using a pre-post design.…”

A case study in the misrepresentation of applied behavior analysis in autism: The gernsbacher lectures

“…For pre-2000 applied behavioranalytic research Gernsbacher did not review, see S. R. Anderson, Avery, DiPietro, Edwards, and Christian (1987), Fenske et al (1985), Handleman, Harris, Celierti, Lilleheht, and Tomchek (1991), Harris, Handleman, Gordon, Kristoff, and Fuentes (1991), Harris, Handleman, Kristoff, Bass, and Gordon (1990), Hoyson, Jamieson, and Strain (1984), Perry, Cohen, andDeCarlo (1995), andWeiss (1999). For literature reviews, see S. J.…”