Does Treatment Fidelity of the Early Start Denver Model Impact Skill Acquisition in Young Children with Autism?

Autor/inn/en	Zitter, Ashley; Rinn, Hezekiah; Szapuova, Zofia; Avila-Pons, Vanessa M.; Coulter, Kirsty L.; Stahmer, Aubyn C.; Robins, Diana L.; Vivanti, Giacomo
Titel	Does Treatment Fidelity of the Early Start Denver Model Impact Skill Acquisition in Young Children with Autism?
Quelle	In: Journal of Autism and Developmental Disorders, 53 (2023) 4, S.1618-1628 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robins, Diana L.) ORCID (Vivanti, Giacomo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-021-05371-4
Schlagwörter	Fidelity; Early Intervention; Models; Skill Development; Autism Spectrum Disorders; Program Effectiveness; Therapy; Toddlers + Suchen Sie Ihr Suchwort? Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Autism; Autismus; Therapie; Infant; Infants; Toddler; Kleinkind
Abstract	There is increasing evidence supporting the effectiveness of the Early Start Denver Model (ESDM) for children on the autism spectrum. However, substantial variability in response to the ESDM has been reported across participants. We examined the plausible yet untested hypothesis that variations in the fidelity level of therapists delivering the intervention contribute to variability in children's response to the ESDM. Videotaped sessions (n = 40) of toddlers on the autism spectrum who received the ESDM from trained therapists were coded to obtain measures of therapist fidelity and children's learning in response to the therapists' instruction. Variations in overall fidelity, along with variations in most items included in the ESDM fidelity checklist, contributed to the children's learning response during the sessions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01