文章名称：Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders
文献引用：Strain, Phillip S., & Bovey, Edward H. (2011). Randomized, controlled trial of the LEAP model of early intervention for young children with autism spectrum disorders. Topics in Early Childhood Special Education, Vol 31(3), 133-154. doi: https://dx.doi.org/10.1177/0271121411408740, © 2011 by SAGE Publications. Reproduced by Permission of SAGE Publications.
量表名称：LEAP Quality Program Indicators
计分方式：The QPI consists of eight content areas (Classroom Organization and Planning, Teaching Strategies, Teaching Communication Skills, Promoting Social Interactions, Providing Positive Behavioral Guidance, IEPs and Measuring Progress/Data Collection, and Interactions With Children and Interactions With Families) with each content area having four to six unique indicators. Classrooms are scored on each indicator on a 1 = needs work to 5 = full implementation scale, and an average is taken from these indicators to provide a score for each content area.
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量表维度：
Organizes and maintains classroom in an attractive manner.
Maintains a stimulating and orderly environment.
Sets up and maintains individual interest areas (i.e., sensory table, art, blocks, etc.).
Displays children’s artwork.
Reduces or removes distracting stimuli when necessary.
Maintains an organized daily schedule.
Ensures that daily routine follows an orderly and predictable sequence.
Provides a balance of activities (active/quiet, teacher-directed/child-directed, and individual/small group/large group).
Considers attention span and abilities of children when planning an activity.
Posts classroom schedule in an area visible to staff, parents, and outside visitors.
Follows schedule in a predictable manner but allows for flexibility.
Prepares for transitions; follows transition sequence consistently; supports children as needed and provides children with sufficient notice that a transition is coming.
Arranges the environment and daily routines to support independence.
Places materials on low shelves making them readily accessible to children.
Labels shelves with pictures of materials to support independent clean-up.
Establishes a system for children to choose and transition between play areas (name tags, necklaces, clothes pins, etc.).
Creates a predictable sequence within the daily activities (i.e., circle time includes “Hello song,” calendar, weather, introduction of themes, and choosing play areas).
Plans easily recognizable unit themes.
Selects themes that reflect children’s interests and abilities.
Creatively incorporates and embeds themes into play areas.
Brings materials related to the theme into the classroom.
Encourages teamwork.
Team meets as a whole to plan themes and activities (regular ed and special ed) together.
Encourages exchange of ideas, sharing observations, and discussion of new strategies.
Delineates roles and responsibilities to ensure smooth flow of daily routine.
Plans for all staff members to share in classroom responsibilities.
Communicates information regarding child needs, interests, and programming goals with all staff members.
Teaching Strategies
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Individualizes instruction based on children’s needs, interests, and abilities.
Individualizes children’s needs, interests, and abilities.
Plans for varying levels of development in classroom activities.
Targets functional goals and objectives for children.
Follows children’s lead by responding to ongoing play and initiations to increase and improve quality of engagement.
Implements naturalistic teaching strategies for addressing children’s needs.
Embeds instruction into naturally occurring opportunities for learning (i.e., circle, play, transitions, interactions, meals, etc.).
Addresses related skills in conjunction with target goal (i.e., works on language, social, and fine motor skills while practicing setting the snack table).
Provides opportunities for children to practice skills across settings, materials, cues, and people (generalization).
Identifies logically occurring antecedents and consequences.
Ensures that antecedents are selected to elicit targeted skills.
Gives instructional feedback that is immediate, specific, and objective.
Provides adequate environmental cues for acquiring and maintaining desired responses.
Selects consequences inherent to the activity or a logical outcome of the activity.
Assumes an active role in the classroom.
Adapts instruction to meet children’s special needs.
Incorporates learning objectives into child-selected activities and routines.
Provides instruction through children’s most effective learning mode.
Plans for repetition, modeling, and imitation to assist in skill.
Uses a consistent hierarchy of prompts; systematically fades the prompt.
Uses task analysis (breaks tasks down into smaller steps) for teaching purposes.
Intersperses “known” material with “unknown” material.
Adapts materials to meet children’s special needs.
Enlarges and/or stabilizes materials for children with visual or motor impairments.
Adds visual cues to materials to help child participate more independently.
Reduces distraction by limiting materials.
Uses reusable materials to provide extra practice.
Makes materials more familiar or more personal for the child.
Comments
Teaching Communication Skills
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Utilizes naturalistic teaching strategies.
Reflects and expands on children’s verbal communication.
Playfully encourages communication using environmental strategies.
Engages in parallel and self-talk to model language.
Uses Incidental Teaching effectively across classroom activities.
Identifies and capitalizes on opportunities to encourage communication.
Sets up play and routine situations that foster communication between children.
Uses highly motivating, novel materials within the classroom.
Develops repetitive and predictable routines then pauses or changes the routine to elicit initiations or commenting.
Allows adequate waiting time for the child to process and formulate language.
Utilizes and encourages total communication (signs, pictures, gestures, augmentative communication devices, and verbalizations) within the classroom.
Integrates individual children’s augmentative communication systems into all classroom routines.
Ensures that pictures (or other augmentative devices) are readily available to individual children at all times.
Uses signs or gestures during activities when appropriate.
Ensures peers have opportunities to be exposed to augmentative communication symbols.
Uses a team approach to determine and develop individual communication systems.
Gives and accepts feedback from other staff.
Participates in team discussions about a child’s communication style.
Includes families (actively seeks input from) in decision making and generalization to other settings.
Ensures system is dynamic and constantly changing.
Monitors and incorporates expanding vocabulary quickly.
Comments
Promoting Social Interactions
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Capitalizes on the presence of typically developing peers.
Utilizes peers as models of desirable social behavior.
Encourages peer buddies (i.e., hold hands during transitions, play partner, etc.).
Demonstrates sensitivity to peer preferences and personalities.
Shows an understanding of developmental levels of interactions and play skills.
Utilizes effective environmental arrangements to encourage social interactions.
Considers peer placement during classroom activities.
Effectively selects and arranges activities that promote interactions.
Effectively selects and arranges materials that promote interactions.
Plans for consistent social opportunities within classroom routines.
Uses prompting and reinforcement of interactions effectively.
Provides sincere, enthusiastic feedback to promote and maintain social interactions.
Waits until interactions are finished before reinforcing; does not interrupt interactions.
Models phrases children can use to initiate and continue interactions.
Gives general reminders to “play with your friends.”
Ensures that interactions are mostly child-directed, not teacher-directed during free play.
Provides instruction to aid in the development of social skills.
Includes social interaction goals on the IEP.
Teaches appropriate social skills through lessons and role-playing opportunities.
Incorporates cooperative games, lessons, stories, and activities that promote altruistic behavior into planning.
Structures activities to encourage and teach:
Sharing
Turn-taking
Requesting and distributing items
Working cooperatively
Utilizes materials that are:
High interest
Novel
High in social value
Comments
Providing Positive Behavioral Guidance
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Creates an environment that leads to the development of self-control.
Tries to avoid behavior problems by being organized and prepared.
Redirects disruptive/destructive play into acceptable outlets.
Guides children in effective ways of settling disputes.
Encourages children to talk about their feelings and ideas rather than use physical force.
Tells children what they can do, gives alternatives.
Establishes/enforces clear rules, limits, and consequences for behavior.
Identifies/reviews classroom rules with children; provides opportunity for practice.
States rules positively and specifically (avoids “no” and “don’t” as much as possible).
Keeps rule to manageable number (3–6).
Frequently reinforces children for appropriate behavior.
Identifies consequences for both following and not following rules.
Makes sure all adults in classroom know rules and consequences.
Gives appropriate directions.
Keeps directions simple, short, and specific.
Phrases directions as statements when choice is not an option.
States directions in calm, quiet, neutral tone.
Uses preventive directions to head off potential problems.
Uses a hierarchy of prompts for following directions.
Utilizes monitoring strategies to reduce behavior problems.
Assists children to attend to teacher in group activities.
Helps cue teacher when children need attention, acknowledgment of efforts, opportunity for turns, etc.
Positions self to allow clear view of play areas; shares monitoring responsibilities with other staff members.
Remains focused on children; is careful not to become distracted.
Implements a variety of effective behavior management strategies.
Utilizes a systematic approach for developing behavior interventions.
Includes a high level of positive reinforcement—4:1 ratio.
Utilizes peer models to increase appropriate behavior.
Uses interruption and redirection to teach desirable alternative behavior.
Ignores attention-seeking behaviors when appropriate.
IEPs and Measuring Progress (Data Collection)
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Establishes a system for effective data collection.
Selects type of data sheet based on IEP objective.
Organizes manageable system where data sheets are easily accessible to staff.
Assures each goal and data sheet includes the objective, level of performance, criteria, and specially designed instructions if appropriate.
All staff accept responsibility for collecting data as delineated on a posted schedule.
Incorporates data collection into daily routine.
Assesses daily lesson plans and considers where and when certain data can be collected.
Ensures each child has some goals or objectives coded per day.
Reviews and maintains data in a systematic fashion.
Monitors data to make changes as appropriate.
Checks data frequently for goals completion according to criteria.
Adds new goals and data sheets as necessary.
Reviews data with team and supervisor on a regular basis.
Evaluates goals and objectives for appropriateness in the environment.
Reviews each child’s goals and objectives upon entry into the program.
Spends 3–4 weeks getting to know the child and determining appropriate objectives and collecting baseline data.
Conducts a team meeting where members share ideas about appropriate goals/objectives.
Comments
Interactions With Children
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Develops meaningful relationships with children.
Greets children on arrival; calls by name.
Communicates with children at eye level.
Verbally interacts with individual children during routines and activities.
Participates in children’s play when appropriate.
Shows respect, consideration, warmth, and speaks calmly to children.
Interacts with children to develop their self-esteem.
Demonstrates active listening with children.
Avoids judgmental statements.
Supports children’s ideas.
Recognizes children’s efforts.
Shows empathy and acceptance of children’s feelings.
Shows sensitivity to individual children’s needs.
Respects and accommodates individual needs, personalities, and characteristics of all children.
Adapts and adjusts accordingly; plans for different skill levels.
Conveys acceptance of individual differences (culture, gender, and sensory needs) through diverse planning, material selection, discussion topics.
Encourages autonomy.
Provides children with opportunities to make choices.
Allows children time to respond and/or complete tasks independently before offering assistance.
Creates opportunities for decision making, problem solving, and working together.
Teaches children strategies for self-regulating and/or self-monitoring behaviors.
Comments
Interactions With Families
KEY: 5 = Full Implementation, 3 = Partial Implementation, 1 = Needs Work
Creates an environment for open communication and mutual trust.
Greets family members by name.
Creates opportunity for brief, informal communication at arrival and departure.
Responds to parent conversations; parents are comfortable approaching staff.
Establishes a system for regular communication with parents.
Responds to notes, phone calls, etc., in a timely manner.
Provides parents with clear information so that they understand the philosophy of the program and the strategies being used with their child.
Avoids jargon and acronyms; technical terms are explained.
Considers differences in culture, values, expectations, and levels of understanding.
Sets up opportunities for parents to observe staff and model strategies.
Shares information regarding teaching strategies with parents.
Speaks in a respectful manner when discussing family issues with other staff members.
Understands that situations cannot always be handled in the home.
Respects family members' different methods of coping.
Views parents as the experts on their child, avoids patronizing language and tone.
Respects the family’s right to confidentiality.
Involves parents in classroom activities.
Posts weekly lesson plans and other pertinent information for parents.
Involves families in a variety of ways.
Gives parents ideas for carrying over themes or activities to home.
Provides families who cannot regularly visit with other opportunities to contribute.
Considers parents as a source for ideas, materials, and support for classroom activities.
Communicates roles and responsibilities to parents when they volunteer.
Plans activities during the school year that involve extended family members.
Treats parents as a member of their child’s education.
Invites parents to meetings regarding important programming decisions.
Shares relevant, important information with parents.
Asks parents for their ideas, opinions, and guidance.
Involves parents in the development and evaluation of classroom goals.
