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Accepted (AM)Open Access (License Unspecified), Open
Journal article
TRAINING TEACHERS TO USE EVIDENCE-BASED PRACTICES FOR AUTISM: EXAMINING PROCEDURAL IMPLEMENTATION FIDELITY
Psychology in the schools, v 52(2)
01 Feb 2015
PMID: 25593374
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
The purpose of this study was to examine the extent to which public school teachers implemented evidence-based interventions for students with autism in the way these practices were designed. Evidence-based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence-based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence-based strategies; however, they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time and across intervention strategies is examined.
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Details
- Title
- TRAINING TEACHERS TO USE EVIDENCE-BASED PRACTICES FOR AUTISM: EXAMINING PROCEDURAL IMPLEMENTATION FIDELITY
- Creators
- Aubyn C. Stahmer - Rady Children's Hospital-San DiegoSarah Rieth - Rady Children's Hospital-San DiegoEmber Lee - Rady Children's Hospital-San DiegoErica M. Reisinger - Children's Hospital of PhiladelphiaDavid S. Mandell - Children's Hospital of PhiladelphiaJames E. Connell - Autism Research Institute
- Publication Details
- Psychology in the schools, v 52(2)
- Publisher
- Wiley
- Number of pages
- 15
- Grant note
- R25MH080916 / NATIONAL INSTITUTE OF MENTAL HEALTH; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH) R25 MH080916; R01 MH083717 / NIMH NIH HHS; United States Department of Health & Human Services; National Institutes of Health (NIH) - USA; NIH National Institute of Mental Health (NIMH)
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000348534500006
- Scopus ID
- 2-s2.0-84920841307
- Other Identifier
- 991019169105104721
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InCites Highlights
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Educational