The LEAP and TEACCH Comprehensive Treatment Models: Comparing Outcomes for Preschoolers with Autism in High-Quality Classrooms

In the first study designed to compare the LEAP and TEACCH comprehensive treatment models for children with autism spectrum disorders (ASD), researchers have found that preschoolers with ASD make gains during the school year regardless of whether teachers use TEACCH, LEAP, or a high-quality special education model. Previous studies have shown that when children with autism spectrum disorders have access to high-quality early intervention, they experience improved developmental performance. However, debate persists over which approaches to use. Presently, there are two overarching categories of intervention from which practitioners or families can select treatments—focused interventions or comprehensive treatment models (CTMs). Focused interventions refer to treatments that are typically shorter term in duration and target discrete skills. CTMs employ focused intervention practices that are organized around a central theoretical or conceptual framework, are typically used with children for a longer period of time, and target multiple developmental domains. The LEAP and TEACCH CTMs have long histories in the field and are used frequently. The TEACCH model is based on creating an environment that meets the characteristics and learning needs of young children with autism, often using visual schedules and work systems. By contrast, LEAP bases its treatment approach on making accommodations in regular early childhood education settings that include children who are typically developing. Like most children, those with ASD spend a great deal of their time in schools; therefore, establishing the comparative efficacy of school-based CTMs is critical. FPG’s “Comparison of Two Comprehensive Treatment Models for Preschool-Aged Children with Autism” study examined the relative effects of LEAP and TEACCH when compared to each other and to non-model specific programs (NMS), as well as determining factors that moderate the effects of intervention. Do the common