Social inclusion in the early years 63with their child. Families choose which interventions to implement by identifying
routines that are difficult during the day.
LEAP evidence. In addition to over 25 years of research support for the indi-
vidual components of the LEAP model, the efficacy of the LEAP preschool model
has been demonstrated through a randomized controlled trial (RCT) in which pre-
school classrooms were assigned to either the full-scale LEAP replication training
or to a comparison condition in which preschool staff were provided intervention
manuals only (Strain and Bovey, 2011). The study included programs from large
metropolitan districts, suburban districts, rural districts, geographic areas where all
staff had advanced degrees, geographic areas where personnel shortages were criti-
cal, districts that primarily provided inclusionary services, and districts where very
few children with Autism were in inclusive settings.
Following completion of the LEAP RCT, across all sites and all years, partici-
pants included: (a) 123 LEAP program teachers and 107 comparison teachers and
(b) 177 LEAP program children with Autism and 117 comparison children with
Autism. After two years of intervention, statistically significant effects were noted
for each outcome measure with effect sizes ranging from 0.59 to 1.21. Specifically,
full LEAP program replication participants showed significant improvement on
Autism symptoms, communication skills, cognitive development, positive social
behavior, and reductions in problem behavior (Strain and Bovey, 2011).
Project DATA (Developmentally Appropriate Treatment for Autism)
Project DATA is an inclusive program for preschoolers and toddlers with a
focus on improving children’s development and behavioral functioning and, in
particular, to facilitate successful interactions between children with ASD and their
typically developing peers. The intent is to offer children multiple opportunities for
successful social interactions every day by embedding systematic instruction into
all classroom routines and activities using data-based decision making. The core
characteristic of Project DATA programs is the delivery of a high-quality inclusive
early childhood experience where all children are treated first and foremost as chil-
dren who deserve the best early education that can be provided (Schwartz, Sandall,
McBride and Boulware, 2004). Project DATA includes support for the families of
children with ASD with home-based services, resource coordination, monthly net-
working meetings, special evening meetings for fathers, and transition support for
children exiting Project DATA and beginning new placements.
For preschool-aged children, Project DATA classrooms typically have nine
children with ASD and seven typically developing peers. Classrooms are staffed
with a head teacher, an assistant teacher, and two classroom aides, with specialized
services (e.g., speech, occupational, and/or physical therapy) provided in classrooms
(Schwartz, Sandall, McBride and Boulware, 2004). Classrooms generally have
morning and afternoon sessions for two and a half hours each session, five days per
week. Children with ASD also participate in an extended day for an hour and a half