Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.746805
Title: An evaluation of the effectiveness of the Local Early Autism Programme (LEAP)
Author: Limbert, Elizabeth Mary
ISNI:       0000 0004 7226 2317
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2017
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Abstract:
This research evaluated the Local Early Autism Programme (LEAP), a pilot intervention for twelve preschool children with autism aged between 3 years 6 months and 4 years 3 months in a South East local authority. LEAP specialists used different strategies with children, families and preschools to support the development of social communication, emotional regulation and transactional support (Prizant, Wetherby, Rubin & Laurent, 2003). Progress was monitored over the six months intervention at the beginning (T1), middle (T2) and end (T3) through observations at home and in preschool. Social communication, emotional regulation and transactional support scores improved significantly between T1 and T2 and between T2 and T3. Emotional regulation scores were also related to social communication scores at T2 and T3. An increase in transactional support from T1 to T3 was positively related to the number of LEAP sessions attended. Semi-structured interviews with parents and LEAP specialists were conducted at all time points and with preschool practitioners at T1 and T3. Parents, preschool practitioners and LEAP specialists commented on changes in children’s speech, communication, composure, engagement and cooperation. Parents and preschool practitioners reported changes in play and interaction. Parents and LEAP specialists referred to changes in ability to share. Only parents reported changes in taking turns, and becoming independent was only mentioned in one preschool. Key features of LEAP linked to changes in children reported by parents were regular sessions at home and preschool, strategies being tailored to individuals’ needs, and the relationship between LEAP specialists and the children. Preschool staff, like parents, felt that regular sessions at home and preschool and the individualised nature of the intervention were important aspects. Preschool staff also believed the LEAP specialist’s approach and knowledge along with everyone collaborating were key. Improvements to LEAP and the role of parents and preschool practitioner were also discussed.
Supervisor: Marshall, C. ; Upton, H. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.746805  DOI: Not available
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