Does Treatment Fidelity of the Early Start Denver Model Impact Skill Acquisition in Young Children with Autism?
Does Treatment Fidelity of the Early Start Denver Model Impact Skill Acquisition in Young Children with Autism?
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DOI：
10.1007/s10803-021-05371-4
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发表时间：
2021-12
影响因子：
3.9
通讯作者：
Ashley Zitter;Hezekiah Rinn;Ž. Szapuová;Vanessa M Avila-Pons;Kirsty L Coulter;Aubyn C. Stahmer;D. Robins;G. Vivanti
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文献类型：
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作者：
Ashley Zitter;Hezekiah Rinn;Ž. Szapuová;Vanessa M Avila-Pons;Kirsty L Coulter;Aubyn C. Stahmer;D. Robins;G. Vivanti
越来越多的证据支持早期开始丹佛模式 (ESDM) 对自闭症谱系儿童的有效性。然而，据报告，参与者对 ESDM 的反应存在很大差异。我们研究了一个看似合理但未经检验的假设，即提供干预的治疗师的保真度水平的变化会导致儿童对 ESDM 反应的变化。对从训练有素的治疗师那里接受 ESDM 的自闭症谱系幼儿的录像（n= 40）进行编码，以获得治疗师忠诚度和儿童对治疗师指导的反应的学习情况的衡量标准。整体保真度的变化，以及 ESDM 保真度检查表中包含的大多数项目的变化，影响了孩子们在课程期间的学习反应。
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.