Dismantling the Active Ingredients of an Intervention for Children with Autism

Melanie Pellecchia*, James E. Connell, Rinad S. Beidas, Ming Xie, Steven C. Marcus, David S. Mandell

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

57 Scopus citations

Abstract

This study evaluated the association of fidelity to each of the components of the Strategies for Teaching based on Autism Research (STAR) program, a comprehensive treatment package for children with autism that includes discrete trial training, pivotal response training, and teaching in functional routines, on outcomes for 191 students ages 5–8 years in a large public school district. Fidelity to all components was relatively low, despite considerable training and support, suggesting the need to develop new implementation strategies. Fidelity to pivotal response training, but not discrete trial training or functional routines, was positively associated with gains in cognitive ability despite low levels of fidelity, and may be an effective intervention choice in under-resourced settings.

Original languageEnglish (US)
Pages (from-to)2917-2927
Number of pages11
JournalJournal of Autism and Developmental Disorders
Volume45
Issue number9
DOIs
StatePublished - Sep 1 2015

Keywords

  • Autism
  • Implementation science
  • Treatment fidelity
  • Treatment packages

ASJC Scopus subject areas

  • Developmental and Educational Psychology

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