A Systematic Review of Treatment Integrity Assessment from 2004 to 2014: Examining Behavioral Interventions for Students with Autism Spectrum Disorder

Autor/inn/en	Gould, Kaitlin M.; Collier-Meek, Melissa; DeFouw, Emily R.; Silva, Meghan; Kleinert, Whitney
Titel	A Systematic Review of Treatment Integrity Assessment from 2004 to 2014: Examining Behavioral Interventions for Students with Autism Spectrum Disorder
Quelle	In: Contemporary School Psychology, 23 (2019) 3, S.220-230 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gould, Kaitlin M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-019-00233-4
Schlagwörter	Autism; Pervasive Developmental Disorders; Students with Disabilities; Behavior Modification; Intervention; Integrity + Suchen Sie Ihr Suchwort? Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Behaviour modification; Verhaltensänderung; Integrität
Abstract	Many students with autism spectrum disorder (ASD) receive behavioral interventions to improve academic and prosocial functioning and remediate current skill deficits. Sufficient treatment integrity is necessary for these interventions to be successful. However, a literature review of studies that evaluated behavioral intervention for students with ASD from 1993 to 2003 found that only 18% of studies included an operational definition of the intervention and measured treatment integrity. The purpose of the present study was to update this review and incorporate recent advances in implementation science (e.g., dimensions, implementation support). Of the 130 studies reviewed, treatment integrity was assessed in 43% of studies. When treatment integrity data were included, it was most often adherence data that were assessed through observation or self-report. Implications for future research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01