Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects
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| Title: | Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects |
|---|---|
| Language: | English |
| Authors: | Reszka, Stephanie S. (ORCID |
| Source: | Topics in Early Childhood Special Education. May 2019 39(1):56-67. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | R324A11025614 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Fidelity, Autism, Pervasive Developmental Disorders, Interpersonal Competence, Interpersonal Communication, Play, Preschool Children, Early Intervention, Program Effectiveness, Preschool Teachers, Teacher Characteristics |
| Geographic Terms: | Florida, North Carolina, Minnesota, Oregon, Washington |
| DOI: | 10.1177/0271121419834343 |
| ISSN: | 0271-1214 |
| Abstract: | Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased their adherence to the ASAP intervention compared with business-as-usual teachers. Teacher characteristics did not affect the ability to implement ASAP with fidelity. There were no group differences in coded video instructional quality scores. Differences in child engagement between the ASAP and business-as-usual groups were not mediated by fidelity adherence scores, contrary to our hypothesis. Finally, end-of-year summary of treatment delivery ratings did not align with adherence scores. Continued research regarding fidelity of school-based interventions should focus on distinguishing active ingredients from general instructional practices and learning from teachers about the child-level factors they consider when implementing an intervention. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1212718 |
| Database: | ERIC |
| Abstract: | Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased their adherence to the ASAP intervention compared with business-as-usual teachers. Teacher characteristics did not affect the ability to implement ASAP with fidelity. There were no group differences in coded video instructional quality scores. Differences in child engagement between the ASAP and business-as-usual groups were not mediated by fidelity adherence scores, contrary to our hypothesis. Finally, end-of-year summary of treatment delivery ratings did not align with adherence scores. Continued research regarding fidelity of school-based interventions should focus on distinguishing active ingredients from general instructional practices and learning from teachers about the child-level factors they consider when implementing an intervention. |
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| ISSN: | 0271-1214 |
| DOI: | 10.1177/0271121419834343 |
