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

doi:10.1007/s10803-015-2455-0

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

Medical Social Sciences

Research output: Contribution to journal › Article › peer-review

70 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 language	English (US)
Pages (from-to)	2917-2927
Number of pages	11
Journal	Journal of Autism and Developmental Disorders
Volume	45
Issue number	9
DOIs	https://doi.org/10.1007/s10803-015-2455-0
State	Published - Sep 1 2015

Keywords

Autism
Implementation science
Treatment fidelity
Treatment packages

ASJC Scopus subject areas

Developmental and Educational Psychology

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10.1007/s10803-015-2455-0

Cite this

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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.",

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AB - 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.

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Dismantling the Active Ingredients of an Intervention for Children with Autism

Abstract

Keywords

ASJC Scopus subject areas

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