SavedAdd your journal

Journals / International Journal of Early Childhood Special Education / 2013 / Cilt: 5 - Sayı: 2

Early Childhood Intensive Education Programs in Special Education: A Review of Studies on the Learning Experiences and Alternative Program (LEAP)

Özel Eğitimde Erken Çocukluk Dönemi Yoğun Eğitim Programları: Deneyimle Öğrenme Programının (LEAP) Etkililiği Çalışmalarına Bir Bakış

Avşar ARDIÇ
Pages
200–217
Publication Date
2013-06-01
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

As a result, although some of the controversial aspects of the effectiveness of LEAP and its components, experimental studies of the effectiveness of LEAP and its components showed that LEAP and its components are effective application for children with ASD in early childhood.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this study was to analyse the research findings about effectiveness of the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) and its components which applied on the children with autistic spectrum disorders (ASD) in early childhood.
📊
Key Findings & Data:Studies in the special education literature in order to examine the effectiveness of LEAP research purposes, subjects, and findings were summarized.
💡
Conclusion & Impact:As a result, although some of the controversial aspects of the effectiveness of LEAP and its components, experimental studies of the effectiveness of LEAP and its components showed that LEAP and its components are effective application for children with ASD in early childhood.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Autistic spectrum disorders · application of special education in early childhood · learning with experience

Abstract

The aim of this study was to analyse the research findings about effectiveness of the Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) and its components which applied on the children with autistic spectrum disorders (ASD) in early childhood. Studies in the special education literature in order to examine the effectiveness of LEAP research purposes, subjects, and findings were summarized. Summaries are given under the headings which were formed with the basic componets of LEAP. At the end of each part, studies about the headings constrasted with each others and interpreted. As a result, although some of the controversial aspects of the effectiveness of LEAP and its components, experimental studies of the effectiveness of LEAP and its components showed that LEAP and its components are effective application for children with ASD in early childhood.

Özet

Bu çalışmanın amacı otistik spektrum bozukluğu (OSB) olan çocuklara erken çocukluk döneminde uygulanan "Deneyimle Öğrenme-Okul Öncesi Çocuklar ve Anne-Babaları için Alternatif Bir Program"ın (LEAP) etkililiği üzerine yapılan araştırmaların sonuçlarını incelemektir. LEAP'in etkililiğinin incelenmesi amacıyla özel eğitim alan yazınında yapılan çalışmaların araştırma amaçları, denekleri ve sonuçları özetlenmiştir. Özetler LEAP'in temel bileşenleri ile oluşturulan başlıklar altında verilmiştir. Her başlık sonunda konu ile ilgi çalışmalar karşılaştırılmış ve yorumlanmıştır. Sonuç olarak, LEAP ve bileşenleri üzerinde yapılan deneysel çalışmalar bu uygulamanın bazı tartışmaya açık yönlerinin olmasına rağmen LEAP ve bileşenlerinin erken çocuklukta otistik spektrum bozukluğu olan çocuklarda etkili bir uygulama olduğunu göstermektedir.

🔖

Cite This Article

ARDIÇ, A. (2013). Early Childhood Intensive Education Programs in Special Education: A Review of Studies on the Learning Experiences and Alternative Program (LEAP). International Journal of Early Childhood Special Education, Cilt: 5 - Sayı: 2, 200–217. https://ajindex.com/articles/137889

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (8)

  1. American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders, text revision (5th ed.). Washington, DC: Author. Anderson, S. R., Campbell, S., & Cannon, B. O. (1994). The May center for early childhood education. S. Harris ve J. Handlemann (Edt)., Preshool education for children with autism (syf. 15-36).
  2. Austin, TX: Pro-Ed. Bitterman, A., Daley, T. C., Misra, S., Carlson, E., & Markowitz, J. (2008). A national sample of preschoolers with autism spectrum disorders: Special education services and parent satisfaction. Journal of Autism and Developmental Disorders, 38, 150915 Fenske, E., Zalenski, S., Krantz, P., & McClannahan, L. (1985). Age at intervention and treatment outcome for autistic children in a comprehensive intervention program. Analysis and Intervention in Developmental Disabilities, 5, 7-31.
  3. Goldstein, H., & Wickstrom, S. (1986). Peer intervention effects of communicative interaction among handicapped and nonhandicapped preschoolers. Journal of Applied Behavior Analysis, 19, 209-214.
  4. Goldstein, H., & Cisar, C. L. (1992). Promoting interaction during sociodramatic play teaching scipts to tyapical preschoolers and classmates with disabilities. Journal of Applied Behavior Analysis, 25, 265-280.
  5. Goldstein, H., Kaczmarek, L., Pennington, R., & Shafer, K. (1992). Peer-mediated intervention: Attending to, commenting on, and acknowledging the behavior of preschoolers with autism. Journal of Applied Behavior Analysis, 25, 289-305.
  6. Guranlnick, M. (1997). The effectiveness of early intervention. Baltimore: Paul H. Brookes Publishing Co. Harris, S., & Handleman, J. (Edt.) (2006). Preschool education programs for children with autism. Austin, TX: Pres-Ed. Hume, K., Bellini, S., & Pratt, C. (2005). The usage and perceived outcomes of early intervention and early childhood programs for young children with autism spectrum disorder. Topics in Early Childhood Special Education, 25(4), 195-207.
  7. Hurth, J., Shaw, E., Izeman, S., Whaley, K., & Rogers, S. (1999). Areas of agreement about effective practices serving young children with autism spectrum disorders. Infants and Young Children, 12, 17-26.
  8. Kaiser, A. P., Yoder, P. J., & Keetz, A. (1992). Evaluating millue teaching. S. F. Warren ve J. Reichle (Edt.), Communication and language intervention series: Vol. 1. causes and effects in communication and language intervention (syf. 9-48). Baltimore: Paul H. Brookes Publishing Co. Kohler, F. W., & Strain, P. S. (1999). Maximizing peer-m