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  • Assessing implementation of comprehensive treatment models for young children with ASD: Reliability and validity of two measures

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    Author(s)
    Humea, Kara
    Boyd, Brian
    McBee, Matt
    Coman, Drew
    Gutierrez, Anibal
    Shaw, Evelyn
    Sperry, Laurie
    Alessandri, Michael
    Odoma, Samuel
    Griffith University Author(s)
    Sperry, Laurie
    Year published
    2011
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    Abstract
    Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well ...
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    Treatment implementation is an under-studied and under-reported aspect of intervention studies involving individuals with autism spectrum disorder (ASD). One primary area of concern is the lack of reliable and valid implementation measures, which allows a conclusive association to be drawn between the intervention and participant outcomes. This study examined the psychometric properties of two implementation measures developed for comprehensive treatment models serving preschoolers with ASD (i.e., LEAP and TEACCH). Both of the measures were completed in classrooms using LEAP or TEACCH instructional approaches as well as in classrooms in which a business-as-usual or nonmodel specific treatment approach was used. Across four months of one school year, a maximum of 4 observations were conducted in each of the 34 classrooms involved in the study. Results indicated that both implementation tools are reliable and valid, and that particular subscales of these measures allowed for discrimination of the three types of classrooms from each other. This step of psychometrically validating implementation measures as part of conducting efficacy studies may yield more robust associations between implementation and intervention effects
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    Journal Title
    Research in Autism Spectrum Disorders
    Volume
    5
    Issue
    4
    DOI
    https://doi.org/10.1016/j.rasd.2011.02.002
    Copyright Statement
    © 2011 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Specialist Studies in Education not elsewhere classified
    Specialist Studies in Education
    Psychology
    Publication URI
    http://hdl.handle.net/10072/43791
    Collection
    • Journal articles

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