This systematic, peer-mediated instruction has been shown to produce a day-one intervention effect for the children with ASD (Strain & Schwartz, 2009).Ĥ) Data and Data-based Decision Making: Learning objectives are written such that teaching continues until generalized behavior change is achieved. The typically developing children are provided with comprehensive social skills training such that they can facilitate the social and communicative behaviors of peers with ASD.
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Systematic intervention is embedded throughout typical preschool routines (e.g., circle time, free play/centers, snack, small groups, etc) with the aim of offering hundreds of meaningful, socially relevant learning opportunities every day.ģ) Peer-Mediated Intervention: Typically developing children play a major intervention role in LEAP. LEAP has been implemented effectively in classrooms utilizing a variety of preschool models and curricula including, the Creative Curriculum for Preschool – 4th Edition (Dodge, Colker & Heroman, 2002), High Scope and Head Start programs.
Children with ASD are provided with the necessary level(s) of prompting, classroom and curricular adaptations and modifications, and general support to participate immediately in peer-mediated social skill intervention.Ģ) Classroom Environment: LEAP classrooms begin with establishing a high quality setting for typically developing children. Key Components of the LEAP Preschool Modelġ) Inclusion: Inclusion begins full-time from day one in LEAP Preschool classrooms. In addition, assessment of skill acquisition, maintenance, and generalization are conducted as a means of evaluating the effectiveness of instructional strategies. Individual children’s progress towards identified goals and objectives are monitored on an ongoing, systematic basis. Curricular activities are selected that encourage children’s learning through active exploration with concrete materials and interactions with other children and adults. An integrated curriculum approach (i.e., designing learning experiences that promote children’s skill development across multiple domains) is used to provide opportunities related to all areas of development (e.g., social/emotional, language, adaptive behavior, cognitive, and physical).
Learning activities are selected based upon the needs, interests, and developmental levels of individual children within the classroom. LEAP Preschool reflects both a behavioral as well as a developmentally appropriate approach for teaching children with and without disabilities within an inclusive early childhood environment. At the time of its inception, LEAP Preschool was one of the few early childhood programs throughout the country that was committed to inclusive practices for young children with disabilities and their families. The program began as a federally funded (i.e., Handicapped Children’s Early Education Program) model demonstration program serving young children with autism and typical children, ages 3-5, within an inclusive preschool setting. LEAP Preschool was started in 1981 by Dr.
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