Implementation Planning to Promote Parents' Treatment Integrity of Behavioral Interventions for Children with Autism

REFERENCES

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
   Google Scholar
• Barbetta, P. M. (1990). Red light–green light: A class-wide management system for students with behavior disorders in primary grades. Preventing School Failure, 34, 14–19.
   Google Scholar
• Bellini, S., Peters, J. K., Benner L., & Hopf, A. (2007). A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education, 28, 153–162.
   Web of Science ®Google Scholar
• Bonar, A. M. (2007). The effects of performance feedback on parents' treatment integrity using conjoint behavioral consultation. Dissertation Abstracts International Section A, 68.
   Google Scholar
• Campbell, J. M. (2003). Efficacy of behavioral intervention for reducing problematic behaviors in persons with autism: A quantitative synthesis of single-subject research. Research in Developmental Disabilities, 24, 120–138.
   PubMed Web of Science ®Google Scholar
• Center for Disease Control (2014). Prevalence of autism spectrum disorder among children aged 8 years: Autism and developmental disabilities monitoring network, 11 Sites, United States, 2010. Surveillance Summary, 63, 1–21.
   Google Scholar
• Chafouleas, S. M., Briesch, A. M., Riley-Tillman, T. C., & McCoach, D. B. (2009). Moving beyond assessment of treatment acceptability: An examination of the factor structure of the Usage Rating Profile-Intervention (URP-I). School Psychology Quarterly, 24, 36–47.
   Web of Science ®Google Scholar
• Chafouleas, S. M., Christ, T. J., & Riley-Tillman, T. C. (2009). Generalizability and dependability of scaling gradients on direct behavior ratings. Journal of Educational Measurement, 69, 157–173.
   Web of Science ®Google Scholar
• Chafouleas, S. M., Riley-Tillman, T. C., & Christ, T. J. (2009). Direct Behavior Rating (DBR): An emerging method for assessing social behavior within a tiered intervention system. Assessment for Effective Intervention, 34, 195–200.
   Google Scholar
• Chafouleas, S. M., Sanetti, L. M. H., Jaffery, R., & Fallon, L. M. (2012). An evaluation of a class-wide intervention package involving self-management and group contingency on classroom behavior of middle school students. Journal of Behavioral Education, 21, 34–57.
   Google Scholar
• Collier-Meek, M. A. (2013). Increasing parents' treatment integrity to a homework intervention through conjoint behavioral consultation and performance feedback. Doctoral Dissertations. Paper 91.
   Google Scholar
• Collier-Meek, M. A., & Sanetti, L. M. H. (2014). Treatment integrity assessment of consultation and intervention implementation: A review of conjoint behavioral consultation studies. Journal of Educational and Psychological Consultation 24, 55–73. doi:10.1080/10474412.2014.870482
   Web of Science ®Google Scholar
• Collier-Meek, M. A., & Sanetti, L. M. H. (2015). Considering parents' implementation: Role of adherence, program differentiation, and implementation support. Manuscript submitted for publication.
   Google Scholar
• Connell, J. E. (2010). Applications of performance feedback: Consultation in the home. International Journal of Behavioral Consultation and Therapy, 6, 17–24.
   Google Scholar
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review, 41, 467–481.
   Web of Science ®Google Scholar
• Dettmer, S., Simpson, R. L., Myles, B. S., & Ganz, J. B. (2000). The use of visual supports to facilitate transitions of students with autism. Focus on Autism and Other Developmental Disabilities, 15, 163–169.
   Google Scholar
• Dunlap, G., Newton, J. S., Fox, L., Benito, N., & Vaughn, B. (2001). Family involvement in functional assessment and positive behavior support. Focus on Autism and Other Developmental Disabilities, 16, 215–221.
   Google Scholar
• Edgington, E. S. (1980b). Validity of randomization tests for one-subject experiments. Journal of Educational Statistics, 5, 235–251.
   Google Scholar
• Fallon, L. M., Collier-Meek, M. A., Maggin, D. M., Sanetti, L. M. H., & Johnson, A. H. (2015). Is performance feedback an evidence-based intervention? A systematic review and evaluation of single-case research. Exceptional Children, 81, 227–246.
   Web of Science ®Google Scholar
• Ferron, J., & Ware, W. (1995). Analyzing single-case design: The power of randomization tests. The Journal of Experimental Education, 63, 167–178.
   Web of Science ®Google Scholar
• Horner, R. H., Carr, E. G., Strain, P. S., Todd, A. W., & Reed, H. K. (2002). Problem behavior interventions for young children. Journal of Autism and Developmental Disorders, 32, 423–446.
   PubMed Web of Science ®Google Scholar
• Howlin, P., Magiati, I., & Charman, T. (2009). Systematic review of early intensive behavioral interventions for children with autism. American Journal on Intellectual and Developmental Disabilities, 114, 23–41.
   PubMedGoogle Scholar
• Koehler, M. J., & Levin, J. R. (1998). Regulated randomization: A potentially sharper analytical tool for the multiple baseline design. Psychological Methods, 3, 206–217.
   Web of Science ®Google Scholar
• Kratochwill, T. R., Elliott, S. N., Loitz, P. A., Sladeczek, I., & Carlson, J. S. (2003). Conjoint consultation using self-administered manual and videotape parent-teacher training: Effects on children's behavioral difficulties. School Psychology Quarterly, 18, 269–302. doi:10.1521/scpq.18.3.269.22574
   Web of Science ®Google Scholar
• Kratochwill, T. R., & Levin, J. R. (1978). What time-series designs may have to offer educational resources. Contemporary Educational Psychology, 3, 273–329.
   Web of Science ®Google Scholar
• Kratochwill, T. R., & Levin, J. R. (2010). Enhancing the scientific credibility of single-case intervention research: Randomization to the rescue. Psychological Methods, 15, 124–144. doi:10.1037/a0017736.
   PubMed Web of Science ®Google Scholar
• Kratochwill, T. R., & Levin, J. R. (2014). Single-case intervention research: Methodological and statistical advances. Washington, DC: American Psychological Association.
   Google Scholar
• Lucyshyn, J., Albin, R., Horner, R. H., Mann, J. C., Mann, J. A., & Wadsworth, G. (2007). Family implementation of positive behavior support with a child with autism: A longitudinal, single case experimental and descriptive replication and extension. Journal of Positive Behavior Interventions, 9, 131–150.
   Web of Science ®Google Scholar
• Lucyshyn, J. M., Blumberg, E. R., & Kayser, A. T. (2000). Improving the quality of support to families of children with severe behavior problems in the first decade of the new millennium. Journal of Positive Behavior Interventions, 2, 113–115.
   Google Scholar
• McConachie, H., & Diggle, T. (2007). Parent implemented early intervention for young children with autism spectrum disorder: A systematic review. Journal of Evaluation in Clinical Practice, 13, 120–129. doi:10.1111/j.1365-2753.2006.00674.x
   PubMed Web of Science ®Google Scholar
• National Autism Center (2009). National standards reports: The national standards projects addressing the need for evidence base practice guidelines for autism spectrum disorders. Randolph, MA: National Autism Center.
   Google Scholar
• National Center for Education Statistics. (2012). CCD Public school data 2011–2012 school year. Retrieved from http://nces.ed.gov/globallocator/
   Google Scholar
• Noell, G. H., Gansle, K. A., Mevers, J. L., Knox, R. M., Mintz, J. C., & Dahir, A. (2013). Improving treatment plan implementation: A meta-analysis of single subject designs. Journal of Behavior Education, 23, 168–191. doi:10.1007/s10864-013-9177-1
   Google Scholar
• Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77–88.
   Web of Science ®Google Scholar
• Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., … Duhon, G. J. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87–106.
   Web of Science ®Google Scholar
• Parker, R. I., Vannest, K. J., Davis, J. L., & Sauber, S. B. (2010). Combining non-overlap and trend for single case research: Tau-U. Behavior Therapy. 42, 284–299. doi:10.1016/j.beth.2010.08.006.
   Web of Science ®Google Scholar
• Russa, M. B., Matthews, A. L., & Owen-DeSchryver, J. S. (2014). Expanding supports to improve the lives of families of children with autism spectrum disorder. Journal of Positive Behavior Interventions. Online preprint.
   Google Scholar
• Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Byron, J. R., & Kratochwill, T. R. (in press). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology.
   Google Scholar
• Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J. S., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers' adherence and quality to behavior support plans. Psychology in the Schools, 51, 879–895.
   Web of Science ®Google Scholar
• Sanetti, L. M. H., & Kratochwill, T. R. (2009). Toward developing a science of treatment integrity: Introduction to the special series. School Psychology Review, 38, 445–459.
   Web of Science ®Google Scholar
• Sanetti, L. M. H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying adult behavior change theory to support mediator-based intervention implementation. School Psychology Quarterly, 28, 47–62.
   PubMed Web of Science ®Google Scholar
• Schwarzer, R., & Luszczynska, A. (2008). How to overcome health-compromising behaviors: The health action process approach. European Psychologist, 13, 141–151. doi:10.1027/1016-9040.13.2.141
   Web of Science ®Google Scholar
• Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, A., Witte, A., & Kwon, K. (2012). A randomized trail examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School Psychology Review, 41, 23–46. Retrieved from: http://www.nasponline.org/publications/spr/abstract.aspx?ID=3354
   Web of Science ®Google Scholar
• Sheridan, S. M., Eagle, J. W., Cowan, R. J., & Mickelson, W. (2001). The effects of conjoint behavioral consultation: Results of a four-year investigation. Journal of School Psychology, 39, 361–385. Retrieved from http://www.eric.ed.gov/ERICWebPortal/detail?accno=EJ634434
   Web of Science ®Google Scholar
• Sheridan, S. M., Eagle, J. W., & Doll, B. (2006). An examination of the efficacy of conjoint behavioral consultation with diverse clients. School Psychology Quarterly, 21, 396–417. doi:10.1037/h0084130
   Web of Science ®Google Scholar
• Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family-school connections and interventions. New York, NY: Springer.
   Google Scholar
• Sheridan, S. M., Warnes, E. D., Woods, K. E., Blevin, C. A., Magee, K. L., & Ellis, C. (2009). An exploratory evaluation of conjoint behavioral consultation to promote collaboration among family, school, and pediatric systems: A role for pediatric school psychologists. Journal of Educational and Psychological Consultation, 19, 106–129. doi:10.1080/10474410902888566
   Web of Science ®Google Scholar
• Sheridan, S. M., Welch, G., Kwon, K., Swanger-Gange, M. S., & Garbacz, S. A. (2009). Fidelity measurement in consultation: Psychometric issues and preliminary examination. School Psychology Review, 4, 476–495. Retrieved from: http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=EJ867976&ERICExtSearch_SearchType_0=no&accno=EJ867976
   Google Scholar
• Simonsen, B., MacSuga, A. S., Fallon, L. M., & Sugai, G. (2013). Teacher self-monitoring to increase specific praise rates. Journal of Positive Behavior Interventions, 15, 3–13.
   Web of Science ®Google Scholar
• Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers' treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41, 160–175.
   Web of Science ®Google Scholar
• Solomon, R., Necheles, J., Ferch, C., & Bruckman, D. (2007). Pilot study of a parent training program for young children with autism. Autism, 11, 205–224. doi:10.1007/s10803-009-0825-1
   PubMed Web of Science ®Google Scholar
• Sugai, G., & Horner, R. (1999). Discipline and behavioral support: Practices, pitfalls, and promises. Effective School Practices, 17, 10–22.
   Google Scholar
• Swanger-Gagne, M. S., Garbacz, A. S., & Sheridan, S. M. (2009). Intervention integrity within conjoint behavioral consultation: Strategies for working with families. School Mental Health, 1, 131–142. doi:10.1007/s12310-009-9012-y
   Google Scholar
• Swiezy, N., Stuart, M., & Korzekwa, P. (2008). Bridging for success in autism: Training and collaboration across medical, educational, and community systems. Child and Adolescent Psychiatric Clinics of North America, 17, 907–922.
   PubMed Web of Science ®Google Scholar
• Wheeler, J. J., Baggett, B. A., Fox, J., & Blevins, L. (2006). Treatment integrity: A review of intervention studies conducted with children with autism. Focus on Autism and Other Developmental Disabilities, 21, 45–54.
   Google Scholar