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Stahmer AC, Reed S, Lee E, et al. Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity. Psychol Sch. 2015;52(2):181-195doi: 10.1002/pits.21815.
Stahmer, A. C., Reed, S., Lee, E., Reisinger, E. M., Connell, J. E., & Mandell, D. S. (2015). Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity. Psychology in the schools, 52(2), 181-195. https://doi.org/10.1002/pits.21815
Stahmer, Aubyn C, et al. "Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity." Psychology in the schools vol. 52,2 (2015): 181-195. doi: https://doi.org/10.1002/pits.21815
Stahmer AC, Reed S, Lee E, Reisinger EM, Connell JE, Mandell DS. Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity. Psychol Sch. 2015 Feb 01;52(2):181-195. doi: 10.1002/pits.21815. PMID: 25593374; PMCID: PMC4290214.
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Psychol Sch. 2015 Feb 01;52(2):181-195. doi: 10.1002/pits.21815.

Training Teachers to use Evidence-Based Practices for Autism: Examining Procedural Implementation fidelity.

Psychology in the schools

Aubyn C Stahmer, Sarah Reed, Ember Lee, Erica M Reisinger, James E Connell, David S Mandell

Affiliations

  1. Child and Adolescent Services Research Center & Autism Discovery Institute, Rady Children's Hospital, San Diego, 3020 Children's Way, MC5033, San Diego, CA 92123 ; Department of Psychiatry, University of California, San Diego, 9500 Gilman Drive, 0812, La Jolla, CA 92073-0812.
  2. Child and Adolescent Services Research Center & Autism Discovery Institute, Rady Children's Hospital, San Diego, 3020 Children's Way, MC5033, San Diego, CA 92123.
  3. Penn Medicine, Dept. of Psychiatry, The Children's Hospital of Philadelphia Center for Autism Research, 3535 Market Street, 8th floor, Philadelphia, PA 19104.
  4. AJ Drexel Autism Institute, 3020 Market Street, Suite 560, Philadelphia, PA 19104.

PMID: 25593374 PMCID: PMC4290214 DOI: 10.1002/pits.21815

Abstract

The purpose of this study was to examine the extent to which public school teachers implemented evidence-based interventions for students with autism in the way these practices were designed. Evidence-based practices for students with autism are rarely incorporated into community settings, and little is known about the quality of implementation. An indicator of intervention quality is procedural implementation fidelity (the degree to which a treatment is implemented as prescribed). Procedural fidelity likely affects student outcomes. This project examined procedural implementation fidelity of three evidence-based practices used in a randomized trial of a comprehensive program for students with autism in partnership with a large, urban school district. Results indicate that teachers in public school special education classrooms can learn to implement evidence-based strategies; however they require extensive training, coaching, and time to reach and maintain moderate procedural implementation fidelity. Procedural fidelity over time, and across intervention strategies is examined.

Keywords: autism; evidence-based practices; procedural implementation fidelity; teachers; training

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