Click
here to view results for Cohort #1 - These students began the study in 1998
Click
here to view results for Cohort #2 - These students began the study in 2001
RESULTS FOR COHORT#1
SUMMARY
OF RESULTS FOR COHORT#1 THROUGH JUNE 2003
Students
in Cohort #1 began the study in the fall of 1998. For the majority of the children,
the first standardized assessments were administered by the P.S.U. assessment
team beginning in January of 1999.
In general, during the five-year study,
the students made progress in all areas assessed. Ninety-one percent of the students
made gains in their expressive language abilities, and 21% of those students gained
52 or more months of expressive language age in the first 52 months of the study.
In addition, the students made significant (<
.05)
gains on the educational assessment, social interaction assessment, Vineland Adaptive
Behavior assessment, and on the Battelle
Developmental Inventory Cognitive assessment.
For
a more thorough description of the assessment results, please refer to Tables
1 - 5.
VOCAL
BEHAVIOR/LANGUAGE ASSESSMENT
Expressive
Language Age
To
measure the expressive language age of students in the study, the children were
administered the ASIEP-2 Sample of Vocal Behavior Subtest and the Expressive One-Word
Picture Vocabulary test. Table 1 shows the average language age gain for all students
was 33 months from Winter 1999 to Spring 2003. Ninety-one percent of the students
made some language gain. Approximately 21% of the students gained 52 or more months
in the first 52 months. Additionally, in the Spring of 2003, 17% of the students
had an expressive language age that was within 12 months of their chronological
age. |
| Table
1 - COHORT
#1
Expressive Language Age in Months (means)
| |
Winter
1999 | Spring
1999 | Spring
2000 | Spring
2001 | Spring
2002 | Spring
2003 | Signf
Diff at Prob.
<.01**
(N=47)
| |
|
Approx.
4
months from baseline
(N=59) |
Approx.
16 months from baseline
(N=64)
| Approx.
28
months from baseline
(N=60) | Approx.
40
months from baseline
(N=61) | Approx.
52
months
from
baseline (N=54) |
| 23
months |
27
months | 33
months | 43
months | 47
months | 56
months | Yes** |
EDUCATIONAL
ASSESSMENT
Students
were given the ASIEP-2 Educational Assessment subtest (assesses receptive and
expressive language, body concept, speech imitation), and portions of the Basic
Academic Skills Assessment System (assesses academic skills). Table 2 shows
that the students made significant (<.01)
improvement
on these educational assessments when comparing their Winter 1999 scores and their
Spring 2003 scores.
Table
2 - COHORT
#1
Educational Assessment - mean percent of correct answers | Assessment
|
Winter
1999 |
Spring
1999 |
Spring
2000 | Spring
2001 | Spring
2002 | Spring
2003 | Signf.
Diff.at Prob.
< .01
(N=48) | |
Baseline
0 months
(N=61) |
Approx.
4
months from baseline
(N=61) |
Approx.
16 months from baseline
(N=65)
| Approx.
28
months from baseline
(N=63)
| Approx.
40
months from baseline
(N=62)
| Approx.
52
months from baseline
(N=54) | |
ASIEP-2
Educational Assessment |
29/60
48%
|
32/60
53%
|
41/60
68%
|
44/60
73%
|
45/60
75%
|
47/60
79%
|
Yes**
|
| Basic
Skills Academic Assessment | 0/234
0%
| 0/234
0%
| 6/234
3%
| 22/234
9% | 35/234
15% | 59/234
25% | Yes**
| Educational
Composite
(ASIEP-2 Educational Assessment & Preacademic Assessment | 29/294
10%
| 32/294
11%
| 47/294
16% | 66/294
22% | 80/294
27% | 106/294
36% |
Yes**
|
|
| SOCIAL
INTERACTION ASSESSMENT
On each assessment visit, students were given the ASIEP-2 Social Interaction
Assessment. Table 3 shows that there were statistically significant (p<.01) increases
in appropriate social interactions found when comparing the assessments from Winter
1999 and Spring 2003. After 52 months, the students engaged in significantly,
1) more social interactions with the adult present, 2) more constructive independent
play, 3) less self-stimulation/repetitive play behaviors, and 4) fewer aggressive
negative reactions towards adult present.
| Table
3 - COHORT
#1
Appropriate &
Inappropriate Social Interactions or Behaviors |
| Area
Assessed |
Winter
1999 |
Spring
1999 |
Spring
2000 |
Spring
2001 | Spring
2002 | Spring
2003 |
Significant
Difference | | | Baseline
0 months
(N=62) | Approx.
4 months from baseline
(N=60) | Approx.
16 months from baseline
(N=63) | Approx.
28 months from baseline
(N=62) | Approx.
40 months from baseline
(N=61)
| Approx.
52
months
from
Baseline
(N=54) | Significant
at Probability <.01**
(N=49) | |
Appropriate
Social Interactions | 13% |
21% |
19% |
31% |
31% | 33% |
Yes** |
| Appropriate
Constructive Independent Play | 39% |
36% |
41% |
36% |
47% | 48% |
Yes** |
| Self-Stimulation
and Non-Responsive to Toys/Adult | 46% |
43% |
37% |
32% |
22% | 19% |
Yes** |
| Aggressive
Negative Towards Adult | 2% |
1% |
3% |
1% |
0% | <1% |
Yes** |
|
| AUTISM
BEHAVIOR
ASIEP-2 Autism Behavior
Checklist The
majority of the teachers completed an ASIEP-2 Autism Behavior Checklist for their
students each school year. Table 4 shows that teachers reported the behaviors
related to autism had decreased in their students during the first 40 months of
the study period. When examining the total Autism Behavior Checklist score, there
was a significant (p<.05) decrease found between the Winter 1999 mean score and
the Spring 2002 mean score. Students were displaying significantly fewer behavior/attributes
associated with autism spectrum disorder. In the last 12 months of the study,
teachers did not report significant differences in the behaviors/attributes displayed
by their students. One possible explanation for the variability in scores could
be that the majority of the students in Cohort 2 are now in elementary school.
As the students get older, they have different teachers each school year who are
completing the checklist. Additionally, as the student ages, he or she could be
displaying different behaviors that result in a higher score on the checklist. |
| Table
4
Autism Behavior Checklist
STUDENTS
IN COHORT #1
Behavior/Attributes Associated with ASD |
| Areas
Assessed | Winter
1999
Baseline 0 months
(N=63) |
Winter/Spring
2001
Approx.
24-28 months
from baseline
(N=60) |
Spring
2002
Approx.
40 months from baseline
(N=49) | Spring
2003
Approx.
52
months
from
baseline
(N=45) |
Significant
Difference
Significant at Probability
<.05
(N=42) |
| Sensory |
10.90 |
8.13 |
8.24 | 10.33 |
No |
| Relating |
18.97 |
16.95 |
15.67 | 19.82 |
No |
| Body
and Object Use | 12.49 |
11.93 |
12.25 | 13.51 |
No |
| Language |
14.08 |
12.22 |
11.50 | 14.84 |
No |
| Social
and Self Help | 15.37 |
14.25 |
11.88 | 14.02 |
No |
| Total
(A score of 54 of higher is a typical score for a child with autism) |
71.78 |
63.18 |
59.56* | 72.56 |
No |
| VINELAND
ADAPTIVE BEHAVIOR SCALES & BATTELLE DEVELOPMENTAL INVENTORY COGNITIVE SCREENING
ASSESSMENT
Age
Equivalent Scores
The assessment team screened all students each school year
using the Battelle Developmental Inventory Cognitive Assessment. Table 5 shows
the the age equivalent scores significantly (p<.01) increased from 2000 to 2003.
In addition, teachers were asked to complete a Vineland Adaptive Behavior Scales
on each student. Results show that teachers thought there was a significant increase
in adaptive behavior from 2000 to 2003. |
Table
5
Battelle
Assessment - STUDENTS
IN COHORT #1
Age
Equivalent Scores | Assessment |
2000
Age
Equiv.
Score |
2001
Age
Equiv.
Score |
2002
Age
Equiv.
Score | 2003
Age
Equiv. Score | Paired
t-tests
Significant
at Probability
<.01**
| | | N | Mean | N | Mean | N | Mean | N | Mean | N | Sign.
Dif | BATTELLE
DEVELOPMENTAL INVENTORY
(Cognitive Screening Assessment) | 66 | 27.89 | 62 | 32.41 | 61 | 38.0 | 54 | 43.93 | 60 | Yes** | Vineland
Adaptive Behavior Composite | 61 | 25.61 | 57 | 30.96 | 43 | 33.09 | 38 | 27.08 | 37 | Yes** |
RESULTS
FOR COHORT #2
SUMMARY
OF RESULTS FOR COHORT#2 THROUGH JUNE 2003
Students
in Cohort #2 began the study in the fall of 2001. Standardized assessments were
administered to the students in the fall and spring of the each school year.
In
general, the students in Cohort #2 made progress in all areas assessed. Seventy-nine
percent of the students made gains in their expressive language abilities, and
40% of those students gained 18 or more months of expressive language age in their
18 months of participation in the study. In addition, the students made significant
(<
.05) gains
on the educational assessment, social interaction assessment, and on the Battelle
Developmental Inventory Cognitive Assessment.
Teachers
also completed standardized assessments for their students. Results from the ASIEP-2
Autism Behavior Checklist show that
students were displaying significantly (<
.05) fewer behaviors/attributes
associated with autism spectrum disorder. Additionally, they reported that students
were displaying significantly (<.01) more adaptive behaviors according to the
results from the Vineland Adaptive Behavior Scales.
For more thorough description
of the assessment results, please refer to Tables 6 - 10.
VOCAL
BEHAVIOR/LANGUAGE ASSESSMENT
Expressive
Language Age
To
measure the expressive language age of students in the study, the children were
administered the ASIEP-2 Sample of Vocal Behavior Subtest and the Expressive One-Word
Picture Vocabulary test. Table 6 shows the average language age gain for all students
was 13 months in the first 18 month period. Seventy-nine percent of the students
made some language gain. Approximately 40% of the students gained 18 or more months
in their 18 months of participation in the study.
| Table
6 - COHORT
#2
Expressive Language Age in Months (means)
| |
Fall
2001/Winter
2002 | Spring
2002 | Fall
2002 | Spring
2003 | Signf
Diff at Prob.
<.01**
(N=47)
| |
Baseline
0 months
(N=55) | Approx.
6 months
from baseline
(N=52) | Approx.
12 months from baseline
(N = 47) | Approx.
18 months from baseline (N=47) |
| 21
months | 27
months | 29
months |
| Yes** |
EDUCATIONAL
ASSESSMENT
Students
were given the ASIEP-2 Educational Assessment subtest (assesses receptive and
expressive language, body concept, speech imitation), and portions of the Basic
Academic Skills Assessment System (assesses academic skills). Table 7 shows that
the students made significant (<
.01)
improvement when comparing their Fall 2001/Winter 2002 scores and their Spring
2003 scores.
Table
7 - COHORT
#2
Educational Assessment - mean percent of correct answers | Assessment
|
Fall
2001
| Spring
2002
| Fall
2002 | Spring
2003 | Signf.
Diff.at Prob.
< .01
(N=46) | |
Baseline
0 months
(N=54 ) | Approx.
6
months from baseline
(N=48)
| Approx.
12 months from baseline
(N=47) | Approx.
18
months from baseline
(N=46) |
| ASIEP-2
Educational Assessment | 21/60
35%
| 30/60
50%
| 36/60
60% | 39/60
65% | Yes**
|
| Basic
Skills Academic Assessment | 2/234
0%
| 3/234
1% | 4/234
2% | 9/234
4% | Yes**
| Educational
Composite
(ASIEP-2 Educational Assessment & Preacademic Assessment | 23/294
8%
| 33/294
11% | 40/294
14%
| 48/294
16% |
Yes**
|
| SOCIAL
INTERACTION ASSESSMENT
On each assessment
visit, students were given the ASIEP-2 Social Interaction Assessment. Table 8
shows that there were statistically significant (p<.01) increases in appropriate
social interactions found when comparing the assessments from Fall 2001/Winter
2002 and Spring 2003. After approximately 18 months, the students engaged in significantly,
1) more social interaction with the adult present, 2) more constructive independent
play, and, 3) less self-stimulation/repetitive play behavior.
| Table
8- COHORT
#2
Appropriate & Inappropriate
Social Interaction Behavior | |
Area Assessed |
Fall
2001 | Spring
2002 | Fall
2002 | Spring
2003 |
Significant
Difference | | | Baseline
0 months
(N=55) | Approx.
6 months
from baseline
(N=52)
| Approx.
12 months
from baseline
(N=47) | Approx.
18 months
from baseline
(N=46) | Significant
at Probability <.01**
(N=46) | |
Appropriate
Social Interactions | 15% |
24% | 30% | 36% |
Yes** |
| Appropriate
Constructive Independent Play | 36% |
49% | 47% | 45% |
Yes** |
| Self-Stimulation
and Non-Responsive to Toys/Adult | 47% |
26% | 22% | 18% |
Yes** |
| Aggressive
Negative Towards Adult | 2% |
1% | 1% | <1% |
No |
| AUTISM
BEHAVIOR
The
majority of the teachers completed an ASIEP-2 Autism Behavior Checklist for their
students each school year. Table 9 shows that teachers reported the behaviors
related to autism had decreased in their students during the first 18 months of
participation in the study. When examining the total Autism Behavior Checklist
score, there was a significant (p<.05) decrease found between the Fall 2001 mean
score and the Spring 2003 mean score. Students were displaying significantly fewer
behaviors/attributes associated with autism spectrum disorder |
| Table
9
Autism
Behavior Checklist
STUDENTS IN
COHORT #2
Behavior/Attributes
Associated with ASD | |
Areas
Assessed | Fall
2001
Baseline - 0 months
(N=36) |
Spring
2002
Approximately
6 months from baseline
(N=54) | Spring
2003
Approximately
18 months from baseline
(N=45) |
Significant
Difference
Significant at Probability
<.01**
<.05*
(N=27)
| | Sensory |
8.89 |
6.82 | 8.29 |
No |
| Relating |
20.06 |
16.82 | 16.51 |
Yes** |
| Body
and Object Use | 10.58 |
9.42 | 9.18 |
No |
| Language |
12.28 |
10.18 | 9.51 |
No |
| Social
and Self Help | 13.19 |
14.26 | 12.38 |
No |
| Total
(A score of 54 of higher is a typical score for a child with autism) |
64.94 |
57.50 | 55.07 |
Yes* |
| VINELAND
ADAPTIVE BEHAVIOR SCALES & BATTELLE DEVELOPMENTAL INVENTORY COGNITIVE SCREENING
ASSESSMENT
Age
Equivalent Scores
The
assessment team screened all students each school year using the Battelle Developmental
Inventory Cognitive Assessment. In addition, teachers completed a Vineland Adaptive
Behavior Scales on each student. Table 10 shows there was a significant increase
(p < .01) in the age equivalent mean scores for both assessments when comparing
the scores between Winter 2001 and Spring 2003. |
Table
10
Battelle
Assessment - STUDENTS
IN COHORT #2
Age Equivalent Scores | Assessment |
Baseline
Age
Equiv.
Score
| Spring
2003
Age
Equiv.
Score | Paired
t-tests
Significant
at Probability
<.01**
| | | N | Mean | N | Mean | N | Sign.
Dif |
Battelle (baseline administered by assessment team between 12/01
to 2/02) | 53 | 21
months | 47 | 31
months | 45 | Yes** | | Vineland
Adaptive Behavior Composite (baseline reported by teachers between
12/01 to 8/02) | 46 | 16
months | 44 | 23
months | 35 | Yes** |
|