View in EDS

Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects

Saved in:
Bibliographic Details
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 0000-0001-7002-2457), Belardi, Katie, Amsbary, Jessica, Boyd, Brian A., Watson, Linda R.
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1212718
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1212718
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Reszka%2C+Stephanie+S%2E%22">Reszka, Stephanie S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7002-2457">0000-0001-7002-2457</externalLink>)<br /><searchLink fieldCode="AR" term="%22Belardi%2C+Katie%22">Belardi, Katie</searchLink><br /><searchLink fieldCode="AR" term="%22Amsbary%2C+Jessica%22">Amsbary, Jessica</searchLink><br /><searchLink fieldCode="AR" term="%22Boyd%2C+Brian+A%2E%22">Boyd, Brian A.</searchLink><br /><searchLink fieldCode="AR" term="%22Watson%2C+Linda+R%2E%22">Watson, Linda R.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Topics+in+Early+Childhood+Special+Education%22"><i>Topics in Early Childhood Special Education</i></searchLink>. May 2019 39(1):56-67.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 12
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Department of Education (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R324A11025614
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink><br /><searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Pervasive+Developmental+Disorders%22">Pervasive Developmental Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Communication%22">Interpersonal Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Play%22">Play</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Early+Intervention%22">Early Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink><br /><searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink><br /><searchLink fieldCode="DE" term="%22Minnesota%22">Minnesota</searchLink><br /><searchLink fieldCode="DE" term="%22Oregon%22">Oregon</searchLink><br /><searchLink fieldCode="DE" term="%22Washington%22">Washington</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/0271121419834343
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0271-1214
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1212718
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1212718
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/0271121419834343
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 56
    Subjects:
      – SubjectFull: Fidelity
        Type: general
      – SubjectFull: Autism
        Type: general
      – SubjectFull: Pervasive Developmental Disorders
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Interpersonal Communication
        Type: general
      – SubjectFull: Play
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Early Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Preschool Teachers
        Type: general
      – SubjectFull: Teacher Characteristics
        Type: general
      – SubjectFull: Florida
        Type: general
      – SubjectFull: North Carolina
        Type: general
      – SubjectFull: Minnesota
        Type: general
      – SubjectFull: Oregon
        Type: general
      – SubjectFull: Washington
        Type: general
    Titles:
      – TitleFull: Fidelity of a Teacher-Implemented Intervention for Preschoolers with Autism Spectrum Disorder: No, Some, and Unexpected Effects
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Reszka, Stephanie S.
      – PersonEntity:
          Name:
            NameFull: Belardi, Katie
      – PersonEntity:
          Name:
            NameFull: Amsbary, Jessica
      – PersonEntity:
          Name:
            NameFull: Boyd, Brian A.
      – PersonEntity:
          Name:
            NameFull: Watson, Linda R.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 0271-1214
          Numbering:
            – Type: volume
              Value: 39
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Topics in Early Childhood Special Education
              Type: main
ResultId 1