Education Week - July 10, 2013 - 12

12
EDUCATION WEEK
n
JULY 10, 2013 www.edweek.org
n
Peers Teach Social Skills in Preschool Autism Program
Strategy yields gains
for all children
By Sarah D. Sparks
Being polite, taking turns, and demonstrating
other appropriate behavior can be difficult
for many preschoolers, but even more so
for children with autistic spectrum disorders.
One fledgling early-childhood initiative is
finding that getting classmates involved in
assisting peers who have autism can help
boost the social skills of all children in the
classroom.
The Learning Experiences Alternative Program
for Preschoolers and their Parents, or
LEAP, immerses children with spectrum disorders
into classes with typically developing
children who have been trained in ways to
communicate and work with their challenged
peers. While the research underlying the program
has evolved over 30 years, it has been
gaining in popularity recently—roughly 100
preschools across the country now use it—in
part thanks to positive results from a study
that met the stringent criteria of the federal
What Works Clearinghouse.
“Social relationships—the lack of them—
are a defining characteristic of kids with
autism,” said Phillip S. Strain, a professor
of educational psychology and the director
of the Positive Early Learning Experiences
Center at the University of Colorado at
Denver, who developed the program. “Young
children have a powerful influence on each
other. We’re leveraging that natural inclination
to teach young, typically developing
students to be persistent in their social overtures
to autistic classmates.”
Help From a Script
Paul S. Haughey, the director of student services
for the 1,950-student Blackstone-Millville
regional school district in Massachusetts,
sees that firsthand. The district implemented
LEAP two years ago for its three preschool
classes for 3- to 5-year-olds.
Of the 67 pupils in the district’s morning
and afternoon sessions, 33 have mild to severe
disabilities, including five with autistic
disorders. The teachers work to ensure each
preschool group includes an equal number or
more of typically developing peers.
The program requires children with disabilities
to be placed with a majority of typically
developing classmates. Teachers train
all of the youngsters in specific routines to be
used to get someone’s attention, give or request
an item, offer an idea for play, and give
a compliment.
“When we began, the scripts scared us: How
do you make natural dialogue with a script?”
recalled Kathy Boisvert, a Blackstone-Millville
teacher, “but then we found the scripts made
a bridge to natural language. Some of the children
didn’t know how to begin to approach
their peers, so they never started, and the
scripts gave them a place to start.”
The teachers delegate most tasks during
the day to pupils, to add opportunities in
which they must interact with each other:
One child may remind classmates to clean
up and prepare to change to a new activity;
another may ask each child what he or she
has brought as a snack and then retrieve it
for that classmate.
Rotating the responsibility for those roles,
and making the basic speech cues universal,
rather than only for children with disabilities
“changes everything,” Ms. Boisvert said.
“It makes it a social opportunity as well as
a learning opportunity, and that’s critical
for children with autism. They know how
someone is going to get their attention, and
that not only do I have to communicate, but
I have to look at you and think about the
social dynamics.”
Jillian Burr, a preschool teacher in the
120-student Uxbridge, Mass., school district,
said adopting the program six years ago has
changed the way she and other teachers approach
everything during the day—to the
point that they purposely give pupils fewer
art materials so that they have to share with
each other and communicate more.
“Before we became a LEAP program, every-
thing was teacher-facilitated: all discussions
led by the teacher, the teacher setting up
every play scenario, and then playing with
the kids,” Ms. Burr said. “Now I feel I could
walk out of the room and no one would notice,
because everything is so child-driven.”
LEAP in Action
For example, Blackstone-Millville teacher
Susan Colgan recalled one little boy with autism
who initially reminded teachers of the
“Energizer bunny”—always running, hitting,
grabbing things from other children’s hands,
and yelling. Other pupils wouldn’t play with
him or invite him to parties, and often called
on the teacher to intervene.
Now, several months later, the boy is calmer,
regularly plays with classmates, and “when
there’s a problem, they have learned to work
out a solution on their own,” Ms. Colgan said.
“I heard a girl turn to the other child yesterday
and say, ‘You’re being too rough.’ For her to
do that, and for him to say, ‘Oh, OK, I won’t do
that,’ without involving the teacher is great.”
In the 1970s, the Denver researchers
started studying ways to teach social skills
to students with autism using “wonderfully
trained and experienced adults” who could
lead students to change their behavior in the
short term. But Mr. Strain said the results
were not sustainable or scalable.
Students whose behavior initially improved
in the program fell back into old habits in
other social situations at home or in public,
and even the program improvements faded
over time. Moreover, most schools did not
have the resources to provide specially trained
teachers doing extensive one-on-one interven-
FROM ABOVE:
Preschool teacher
Kathy Boisvert sings
with her class at
Blackstone-Millville
Elementary School
in Millville, Mass.
Her class uses the
LEAP program.
Preschoolers
become budding
paleontologists
digging for dinosaur
bones buried in
sand.
tions with each student who has autism.
“There will never be enough adults in the
world highly trained to work with kids with
autism. But if you have 15 kids in the classroom
and 12 are typically developing and familiar
with interacting in a therapeutic way
with their classmates with autism, you get a
different equation.”
Looking at Results
In their 2011 randomized, controlled trial,
Mr. Strain and co-author Edward H. Bovey,
the University of Colorado center’s assistant
director, found that after two years in the
program, preschoolers on the autistic spectrum
had made significantly more progress
in cognitive, language, and social development;
had fewer behavior problems; and
showed fewer symptoms of autism than pupils
in a control group.
The control-group students were also in
classes with typically developing children, but
their teachers had standard district training.
The control-group teachers received LEAP program
manuals, but did not get the 23 days of
teacher training provided to the schools fully
participating in the program.
The children’s improvement was not related
to their socioeconomic levels or the severity of
their symptoms at the start of the program.
Moreover, in an ongoing longitudinal follow-up,
Mr. Strain and Mr. Bovey are finding
a significant portion of pupils from the
original intervention group have continued
> > The ON SPECIAL EDUCATION blog tracks news and trends on this issue. www.edweek.org/go/onspecialeducation
to progress in later grades.
“Their developmental level has continued
to accelerate—on language levels, social levels,
IQs, they are really doing extremely well,”
Mr. Strain said. “A large fraction of preschoolintervention
follow-up studies have not resulted
in a good follow-up picture, so we’re
pretty tickled.”
The program has also been easier to sus-
tain, Mr. Haughey said, than one-to-one services,
for which the district pays $18,000 to
$40,000 per child annually. By contrast, it has
spent $20,000 for two years of teacher training
and materials for LEAP, which is about
average for the program’s implementation in
schools nationwide.
A separate study by the same research
team also found the typically developing
classmates participating in LEAP had fewer
behavioral problems at the end of the year
than similar children who had not participated
in the program.
“It offers a way for a child to get truly integrated
in a classroom, as opposed to ‘mainstreamed,’”
Ms. Colgan said. “I’ve had children
who were in the [integrated] classroom,
but whether they were really participating
remained to be seen.”
Scan this tag with your smartphone
for a link to the abstract of “Randomized,
Controlled Trial of the LEAP Model of
Early Intervention for Young Children
With Autism Spectrum Disorders,” and associated
slides www.edweek.org/links.
Photos by Gretchen Ertl for Education Week
http://www.edweek.org http://www.edweek.org/links http://www.edweek.org/go/onspecialeducation

Education Week - July 10, 2013

Table of Contents for the Digital Edition of Education Week - July 10, 2013

Education Week - July 10, 2013
Camp Sows Activism Against Zero Tolerance
Teacher Ed. Is Facing Higher Bar
Diversity Goal Set Tone for Science Standards
INDUSTRY & INNOVATION: Free Content Challenges Publishers
Waiver States Split on Ed. Dept. Offer of New Flexibility
This Week
News in Brief
Report Roundup
Testing Group Delays Some Components for One Year
PARCC Gives Details on Testing Supports
Disputed Review Finds Disparities in Teacher Prep
Survey: District Chiefs Split on Common Core
FOCUS ON: HISTORY: Advocates Finding Ways to Bulk Up History Learning
Peers Teach Social Skills in Preschool Autism Program
Hands-On Learning for Students With Disabilities
Federal Advice on School Intruders Worries Experts
Blacks, Hispanics See Long-Term Progress
Tenn. Districts Unite Amid Uncertainty
Blogs of the Week
DIGITAL DIRECTIONS: Adaptive Testing Gains Momentum, Prompts Worries
USDA Sets Final Rules on School Snack Foods
Civil Rights Office Proposes Deeper Dig on Discipline Data
Teachers Tell Another Story On Discipline
Race-Related Cases Drew High Court Focus
Uneasy Resolution Reached in Md. Evaluation Feud
Policy Brief
Student-Loan Rates Rise; Fix Eyed
JACK GILLETTE: Memo From the Front Lines
ARTHUR D. SHEEKEY: We Need a State-Based R&D System for Education
Letters
TopSchoolJobs Recruitment Marketplace
GREG ANRIG: From Health-Care Reform, Lessons for Education Policy
Education Week - July 10, 2013 - Waiver States Split on Ed. Dept. Offer of New Flexibility
Education Week - July 10, 2013 - 2
Education Week - July 10, 2013 - This Week
Education Week - July 10, 2013 - News in Brief
Education Week - July 10, 2013 - Report Roundup
Education Week - July 10, 2013 - Testing Group Delays Some Components for One Year
Education Week - July 10, 2013 - PARCC Gives Details on Testing Supports
Education Week - July 10, 2013 - Disputed Review Finds Disparities in Teacher Prep
Education Week - July 10, 2013 - Survey: District Chiefs Split on Common Core
Education Week - July 10, 2013 - FOCUS ON: HISTORY: Advocates Finding Ways to Bulk Up History Learning
Education Week - July 10, 2013 - 11
Education Week - July 10, 2013 - Peers Teach Social Skills in Preschool Autism Program
Education Week - July 10, 2013 - Hands-On Learning for Students With Disabilities
Education Week - July 10, 2013 - Federal Advice on School Intruders Worries Experts
Education Week - July 10, 2013 - Blacks, Hispanics See Long-Term Progress
Education Week - July 10, 2013 - Blogs of the Week
Education Week - July 10, 2013 - 17
Education Week - July 10, 2013 - DIGITAL DIRECTIONS: Adaptive Testing Gains Momentum, Prompts Worries
Education Week - July 10, 2013 - Civil Rights Office Proposes Deeper Dig on Discipline Data
Education Week - July 10, 2013 - 20
Education Week - July 10, 2013 - 21
Education Week - July 10, 2013 - 22
Education Week - July 10, 2013 - 23
Education Week - July 10, 2013 - 24
Education Week - July 10, 2013 - Teachers Tell Another Story On Discipline
Education Week - July 10, 2013 - 26
Education Week - July 10, 2013 - Policy Brief
Education Week - July 10, 2013 - 28
Education Week - July 10, 2013 - Student-Loan Rates Rise; Fix Eyed
Education Week - July 10, 2013 - 30
Education Week - July 10, 2013 - 31
Education Week - July 10, 2013 - ARTHUR D. SHEEKEY: We Need a State-Based R&D System for Education
Education Week - July 10, 2013 - Letters
Education Week - July 10, 2013 - 34
Education Week - July 10, 2013 - 35
Education Week - July 10, 2013 - 36
Education Week - July 10, 2013 - 37
Education Week - July 10, 2013 - TopSchoolJobs Recruitment Marketplace
Education Week - July 10, 2013 - 39
Education Week - July 10, 2013 - GREG ANRIG: From Health-Care Reform, Lessons for Education Policy
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