Normally Developing Preschoolers as Intervention Agents for Autistic-Like Children: Effects on Class Deportment and Social Interaction 1

Abstract

The purpose of this treatment evaluation study was to assess classroom deportment and social outcomes for normally developing children and social outcomes for autistic-like participants in the LEAP intervention program, Ten non-handicapped and six autistic-like children's behavior was assessed either prior to intervention and at the end of their treatment experience or, in the case of autistic-like children's social behavior, on a daily basis. Outcomes for non-handicapped participants in LEAP were compared with a group of 40 normally developing classroom "Stars" in developmentally-segregated settings. The results of this mainstreaming evaluation study indicated that: (a) when compared to a group of nominated "Stars" in developmentally-segregated classes, the LEAP normally developing children engaged in less disruptive behavior and equal amounts of on-task, appropriate language, and positive peer interaction; and, (b) using single subject methodology, treatment gains for autistic-like participants' positive peer interactions were found to be equivalent to the level exhibited by non-handicapped classmates.