CHAPEL HILL — Preschoolers with autism benefit from high-quality classrooms, a new study shows, whether or not teachers employ popular treatment models used for decades.
The study followed 198 children for one school year and measured changes in communication skills and autism symptoms, said researcher Bryan Boyd, a fellow at UNC’s Frank Porter Graham Child Development Institute.
The study looked at two established models – Learning Experiences and Alternative Program for Preschoolers and their Parents, and TEACCH, which was originally Treatment and Education of Autistic and related Communication Handicapped Children but is now known only by its acronym, – as well as high-quality control classrooms.
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