Increasing treatment fidelity by matching interventions to contextual variables within the educational setting

Detrich, Ronnie

doi:10.1080/02796015.1999.12085988

Cited by 79Behavioral and Psychological StudiesAutism Spectrum Disorder ResearchHealth Policy Implementation Science

Increasing treatment fidelity by matching interventions to contextual variables within the educational setting

Detrich, Ronnie·1999·School Psychology Review

DOI 10.1080/02796015.1999.12085988

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Abstract

One of the primary determinants of successful intervention programs for children with autism is the degree to which the programs are implemented with precision and consistency; that is, fidelity. One strategy for increasing the fidelity of program implementation is to match the intervention procedures to contextual variables in the classroom. One of the critical contextual variables in a classroom is the teaching staff. By considering how the staff currently interacts with students and provides instruction, it is possible to design services that closely match current practices in the classroom and, consequently, possibly increase the probability that the intervention plan will be implemented with fidelity. This article suggests contextual variables to be considered, methods for assessing them, and strategies for intervening based upon the result of the assessment.

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Low treatment adherence due to time constraints, lack of motivation and inconsistent implementation of learned techniques can hinder an intervention's efficacy.
“In turn, low treatment adherence due to time constraints, lack of motivation and inconsistent implementation of learned techniques can hinder an intervention's efficacy (87, 88).”
From ProVIA-Kids - outcomes of an uncontrolled study on smartphone-based behaviour analysis for challenging behaviour in children with intellectual and developmental disabilities or autism spectrum disorder (2024) · cites this paper as [88]

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Authors: Detrich, R.
Affiliations: Spectrum Center for Educational and Behavioral Development
Corresponding author: Detrich, Ronnie
ORCID: Detrich, Ronnie
Venue: School Psychology Review
Publisher: Informa UK Limited
Published: 1999-12-01
Volume: 28
Issue: 4
Pages: 608-620
ISSN: 0279-6015 (ISSN-L)
2372-966X
DOI: 10.1080/02796015.1999.12085988
OpenAlex: W3142839049
Cited by: 79
References: 22
Citations by year: 2026: 1 · 2025: 3 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 2 · 2020: 2 · 2019: 2 · 2017: 4 · 2016: 4 · 2015: 3 · 2014: 6 · 2013: 5 · 2012: 5
FWCI: 2.76
Type: journal article
Language: en
Open access: closed
Locations: School Psychology Review (publishedVersion)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
Health Sciences › Health Professions › General Health Professions › Health Policy Implementation Science
Keywords: intervention fidelity, autism spectrum disorder, intervention implementation, contextual factors, classroom context, teachers, classroom assessment

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Increasing treatment fidelity by matching interventions to contextual variables within the educational setting

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