Therapist characteristics predict discrete trial teaching procedural fidelity
Open accessAbstract
Early intensive behavioral intervention is generally effective for children with autism spectrum disorder but is associated with variability in treatment outcome and quality of treatment delivery may contribute to this. This study examined the relationship between therapist personality, attitude toward individuals with a disability, and perceived relationship between therapist and child on procedural fidelity. Discrete Trial Teaching (DTT) was provided at a preschool for children with intellectual disabilities. Seventy DTT sessions between 22 therapists and 35 children were videotaped and analyzed. Data on therapist's attitude toward individuals with a disability, therapist's personality traits, and perceived relationship between therapist and child were also collected. Procedural fidelity was high and significantly related to therapist's attitude toward individuals with a disability, therapist's openness to experience, and perceived relationship between therapist and child. Therapists with high procedural fidelity tended to have a more positive attitude toward individuals with disabilities on the cognitive dimension, a more negative attitude toward individuals with disabilities on the affect dimension, lower levels of openness to experience, and perceived the relationship between themselves and the child as less positive.
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Therapist personality might impact treatment fidelity.
“First, our can personalities might impact on our treatment fidelity (Peters-Scheffer et al., 2013).”
From Therapist drift redux: Why well-meaning clinicians fail to deliver evidence-based therapy, and how to get back on track (2016) · cites this paper as Peters-Scheffer et al., 2013
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- Authors
- Peters-Scheffer, N., Didden, R., Korzilius, H., & Sturmey, P.
- Affiliations
- Radboud University Nijmegen (NL)
- Queens University of Charlotte (US)
- Venue
- Intellectual and developmental disabilities
- Publisher
- Informa UK Limited
- Published
- 2013-08-01
- Volume
- 51
- Issue
- 4
- Pages
- 263-272
- ISSN
- 1934-9491 (ISSN-L)
- 1934-9556
- OpenAlex
- W2104809204
- Cited by
- 25
- References
- 47
- Citations by year
- 2026: 1 · 2023: 2 · 2022: 4 · 2021: 4 · 2020: 4 · 2019: 2 · 2018: 1 · 2017: 2 · 2016: 1 · 2015: 1 · 2014: 2 · 2013: 1
- FWCI
- 3.45
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Intellectual and developmental disabilities (publishedVersion)
- PubMed (publishedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion, other-oa)
- Funders
- Radboud Universiteit
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
- Life Sciences › Neuroscience › Cognitive Neuroscience › Autism Spectrum Disorder Research
- Social Sciences › Psychology › Clinical Psychology › Psychotherapy Techniques and Applications
- Keywords
- discrete trial teaching, procedural fidelity, therapist characteristics, therapist personality, openness to experience, attitudes toward disability, therapist-child relationship, early intensive behavioral intervention, intellectual disability, autism spectrum disorder, preschool children, treatment quality
- MeSH terms
- Adult, Affect, Attitude of Health Personnel, Behavior Therapy, Character, Child Development Disorders, Pervasive, Child, Preschool, Female, Humans, Job Satisfaction, Male, Intellectual Disability, Middle Aged, Professional-Patient Relations, Teaching, Early Intervention, Educational, Young Adult
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