News and Knowledge

While early intervention is widely regarded as a critical developmental support for young children with autism spectrum disorder (ASD), which model provides the greatest benefit is a subject of debate. A team of researchers from the University of North Carolina at Chapel Hill, which included OAR Scientific Council member, Kara Hume, Ph.D., recently published research in the Journal of Autism and Developmental Disorders that challenges this debate altogether.

According to a story from UNC News, the researchers compared the effects of two widely used models, Learning Experiences and Alternative Program for Preschoolers and their Parents (LEAP) and Training and Education of Autistic and Related Communication Handicapped Children (TEACCH), as well as a non-specific special education model, on a sample group of 3- to 5-year-olds throughout the course of a school year. Results showed positive changes with respect to autism severity, communication and fine motor skills for all of the children across three models. In other words, all three approaches provided a measurable benefit to children on the spectrum. The researchers concluded that the common denominator, high overall program quality, should be the focus for early intervention programs as they plan for the future.

These findings have major implications for both schools and parents.  As Brian Boyd, PhD, one of the co-principal investigators, suggests: “It can cost an estimated $3.2 million to treat each child over a lifetime. Understanding that a child can benefit from a high-quality program, rather than a specialized program, may help reduce those costs by decreasing the need for teachers and other school practitioners to be trained to deliver multiple specialized services.”  In addition, these findings arm parents with new knowledge to consider when assessing how capably a district can meet their child’s unique needs.