Exploring the relationship between classroom type and teacher ıntervention fidelity

Jessica Suhrheinrich; Kelsey S Dickson; Sarah R Rieth; Austin F Lau; Aubyn C Stahmer

Vol. 9 No. 2 (2016) IEJEE Special Issue Autism Spectrum Disorders (ASD): Approaches to Training, Teaching, and Treatment

Exploring the relationship between classroom type and teacher ıntervention fidelity

Jessica Suhrheinrich
Kelsey S Dickson
Sarah R Rieth
Austin F Lau
Aubyn C Stahmer

Published August 23, 2017 | Pages: 349-360 | Views: 418

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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.

<p>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.</p>

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Keywords

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

Affiliations

Jessica Suhrheinrich

San Diego State University, USA

Kelsey S Dickson

University of California, San Diego, USA

Sarah R Rieth

Child and Adolescent Services Research Center

Austin F Lau

University of California, San Diego, USA

Aubyn C Stahmer

University of California, Davis, USA

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How to Cite

Suhrheinrich, J., Dickson, K. S., Rieth, S. R., Lau, A. F., & Stahmer, A. C. (2017). Exploring the relationship between classroom type and teacher ıntervention fidelity. International Electronic Journal of Elementary Education, 9(2), 349–360. Retrieved from https://iejee.com/index.php/IEJEE/article/view/162