Exploring the Relationship between Classroom Type and Teacher Intervention Fidelity


Jessica SUHRHEINRICH , Kelsey S. DICKSON, Sarah R. RIETH, Austin F. LAU , Aubyn C. STAHMER


Abstract

As special education enrollment for children with autism spectrum disorders (ASD) has increased, school-based programs and providers have been challenged to expand the scope and quality of services. Researchers and school-based providers are aligned in the goal of providing high-quality services to students with ASD, however current literature does not address how training and implementation needs may differ by the age of children served.  The current study evaluates variability in teacher fidelity of Classroom Pivotal Response Teaching (CPRT), an evidence-based naturalistic behavioral intervention based on the principals of applied behavior analysis.  Data included 479 individual video units collected from 101 teacher and 221 student participants. Videos were coded using behavioral coding definitions and student demographic information was collected from parents of participating children. Analyses explored differences in fidelity of CPRT by age of students. Results indicate a significant relationship between classroom type (preschool/elementary) and teachers’ fidelity of CPRT, suggesting the possibility of targeted training based on student age.


Keywords

Autism spectrum disorder, Teacher training, Classroom pivotal response teaching, Intervention fidelity

Paper Details

Paper Details
Topic Special Education
Pages 349 - 360
Issue IEJEE, Volume 9, Issue 2, Special Issue: Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment
Date of acceptance 01 December 2016
Read (times) 144
Downloaded (times) 84

Author(s) Details

Jessica SUHRHEINRICH

Child and Adolescent Services Research Center, University of California, San Diego State University, United States


Kelsey S. DICKSON

Child and Adolescent Services Research Center, University of California, United States


Sarah R. RIETH

Child and Adolescent Services Research Center, San Diego State University, United States


Austin F. LAU

Child and Adolescent Services Research Center, University of California, United States


Aubyn C. STAHMER

Child and Adolescent Services Research Center, University of California, Davis, United States


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