Student Change in Response to Early Achievements Intervention Translated for Public Preschool Classrooms

Background: The substantial increase in students with autism spectrum disorder (ASD), combined with a decline in educational funding, makes the availability of cost-effective, evidence-based classroom intervention options vital to both student outcomes and special education costs. However, there is a troubling research-to-practice gap in educational settings for young children with ASD. Empirically-proven interventions for young students with ASD are often too complex, costly, or impractical for use in authentic educational settings. With these barriers in mind, intervention researchers must take into account the needs and characteristics of educators, their classrooms, and their students with ASD when developing and evaluating potential interventions.

Funded by an Institute for Education Science (IES) Goal 2 Development and Innovation grant, this ongoing study’s overall aims are to translate an existing evidence-based intervention (i.e., the Early Achievements model) for implementation in public preschool classrooms, thereby improving the outcomes of preschoolers with ASD. This presentation reports on data reflecting student change in response to the translated intervention, collected across the first two years of the study. These data are vital in guiding the final year of the study, which involves a small efficacy trial of the intervention and its associated professional development model.

Objectives: The objectives of this presentation are: (1) to describe the translated Early Achievements model and the associated professional development program provided to educators in participating classrooms; and (2) to share pilot data evidencing the promise of the intervention through reporting of student change.

Methods: The pilot data presented herein were obtained through a quasi-experimental pre-post design (treatment group only) with data captured at the start and end of the school year. Results across two years of study are presented. Demographic and baseline information will also be presented to describe the sample of students, their families, and the participating educators.

Results: Combined data across two years of pre-post comparisons of preschool student participants’ (n=49) standardized assessment results showed a significant decrease in their Autism Diagnostic Observation Schedule-2 calibrated severity scores (p=.004), significant gains in their Mullen Scales of Early Learning age equivalent scores across all subtests (p<.001 for all), and significant gains in their Peabody Picture Vocabulary Test standard scores (p=.019) and age equivalent scores (p=.003). Logistic regression results showed Mullen expressive language gains of 5 or more months from pre- to post-test were predicted by Mullenvisual reception age equivalent scores at pre-test, as well as by sex of the participants.

Conclusions: This study’s intent is to assess the promise and impact of an evidence-based clinical intervention program specifically translated for use in public preschool classrooms serving children with ASD. Results showing educators’ successful uptake of the intervention were presented previously. Student gains presented here add to those results as further evidence of the effectiveness of both the professional development and intervention models. Language and visual reception gains indicate parallel gains in student attention and learning based on educators’ increased understanding of development and increased use of strategies to enhance engagement. Further implications, discussion of regression results, and future directions will be included.