Classroom Interventions for Youth with Pervasive Developmental Disorders/Autism Spectrum Disorders

Connell, James E.; Pellecchia, Melanie; Vorndran, Christina M.

doi:10.1007/978-1-4614-7624-5_31

Cited by 1 publication

(1 citation statement)

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“…A second limitation is the outcome measure used in the study. Although changes in overall cognitive ability are commonly used as outcomes measures for intervention studies with children with autism, this outcome measure may not have captured some gains achieved by the treatment package (Connell et al 2014). For example, a measure of cognitive ability may not capture changes that result from an intervention that targets improvements in a child's ability to participate in daily functional routines (e.g., transitions between activities); thus student gains that resulted from fidelity to the functional routines portion of the STAR program may not have been adequately measured using the DAS-II.…”

Section: Discussionmentioning

confidence: 99%

Dismantling the Active Ingredients of an Intervention for Children with Autism

Pellecchia

Connell

Beidas

et al. 2015

J Autism Dev Disord

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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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Section: Discussionmentioning

confidence: 99%