Examining relationships between child skills and potential key components of an evidence-based practice in ASD
Section snippets
What this paper adds
These analyses represent a first step to inform strategies for associating key components of evidence-based practice (EBP) for children with autism spectrum disorder (ASD) with child responsivity to intervention. This paper targets one naturalistic developmental behavioral intervention, Pivotal Response Training (PRT) to demonstrate methodological process and potential outcomes; however, we envision these analytical methods as applicable to interventions more broadly. Specific to PRT, analyses
Design
This study employed a descriptive design using archival video data from three intervention studies involving providers using PRT with children with ASD. To address the research aims, we completed: (A) detailed coding of archival video data of providers using PRT with children with ASD for (i) quality and intensity of use of each PRT component, and (ii) child behavior and responsivity; (B) multi-level regression analyses to examine the association between use of PRT components and child behavior
Description of PRT component use and coding reliability
Table 3 shows the mean and standard deviation for PRT components and child behavior using average rate of use per minute. Descriptively, providers tended to use antecedent strategies more often than consequence strategies. Providers presented acquisition tasks over twice as often as maintenance tasks. The children tended to be responsive and participate in the sessions with good attention. Children exhibited few inappropriate responses but often failed to respond. ICCs ranged from .10 to .44,
Discussion
This project demonstrates a novel method for identifying key components of a multi-component EBP associated with child behavior. This is a first step toward systematic identification of key components of ASD intervention. Clear associations between provider use of individual components and within-session child behavior provide direction for understanding the mechanism of action of interventions like PRT. Additionally, examining combinations of strategies and how they relate to child behavior
Acknowledgements
Drs. Stahmer, Suhrheinrich and Zeedyk, Ms. Chan, Mr. Chan and Ms. Lee were affiliated with the University of California, San Diego, Department of Psychiatry, and Dr. Roesch with San Diego State University, Department of Psychology when this work was completed. All authors were also affiliated with the Child and Adolescent Services Research Center.
Dr. Stahmer is now at the Davis MIND Institute and Department of Psychiatry at the University of California, Dr. Suhrheinrich is now at the Special
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