Evidence map›Paper›PMID 23592849›Full record

Trial reportAutism : the international journal of research and practice2013

The role of treatment fidelity on outcomes during a randomized field trial of an autism intervention.

David S Mandell, Aubyn C Stahmer, Sujie Shin, Ming Xie, Erica Reisinger, Steven C Marcus

Abstract readRandomized Controlled Trial
PubMed Full text at PMC Publisher
In one paragraph

Trial report in Autism : the international journal of research and practice, 2013. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 73 papers, 4 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
73citing papers in PubMed, 4 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

73 citing papers in PubMed, 4 syntheses or guidelines pooled it.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. Pooled it
  5. Student Knowledge Gain Following the Second Step Child Protection Unit: the Influence of Treatment Integrity.Prevention science : the official journal of the Society for Prevention Research · 2020
    Trial
  6. Randomized Trial of a Computer-Assisted Intervention for Children With Autism in Schools.Journal of the American Academy of Child and Adolescent Psychiatry · 2020
    Trial
  7. Trial
  8. Trial
  9. Trial
  10. Trial
  11. Characteristics of socially successful elementary school-aged children with autism.Journal of child psychology and psychiatry, and allied disciplines · 2017
    Trial
  12. Trial
  13. Trial
  14. Trial
  15. Trial
  16. Article
  17. Article
  18. Article
  19. Review
  20. Article

13 more citing papers are in PubMed but not listed here.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

6 authors.

David S MandellUniversity of Pennsylvania, USA.
Aubyn C Stahmer
Sujie Shin
Ming Xie
Erica Reisinger
Steven C Marcus

Funding

A Randomized Trial of the STAR Program for Children with Autism Spectrum DisorderR01MH083717 · NIMH · UNIVERSITY OF PENNSYLVANIA · PI MANDELL, DAVID S · 2008 to 2009
$1.4M
NIMH NIH HHS R01 MH083717NIMH NIH HHS R01MH083717PHS HHS R324A080195
6 · The paper itself

Abstract

This randomized field trial comparing Strategies for Teaching based on Autism Research and Structured Teaching enrolled educators in 33 kindergarten-through-second-grade autism support classrooms and 119 students, aged 5-8 years in the School District of Philadelphia. Students were assessed at the beginning and end of the academic year using the Differential Ability Scales. Program fidelity was measured through video coding and use of a checklist. Outcomes were assessed using linear regression with random effects for classroom and student. Average fidelity was 57% in Strategies for Teaching based on Autism Research classrooms and 48% in Structured Teaching classrooms. There was a 9.2-point (standard deviation = 9.6) increase in Differential Ability Scales score over the 8-month study period, but no main effect of program. There was a significant interaction between fidelity and group. In classrooms with either low or high program fidelity, students in Strategies for Teaching based on Autism Research experienced a greater gain in Differential Ability Scales score than students in Structured Teaching (11.2 vs. 5.5 points and 11.3 vs. 8.9 points, respectively). In classrooms with moderate fidelity, students in Structured Teaching experienced a greater gain than students in Strategies for Teaching based on Autism Research (10.1 vs. 4.4 points). The results suggest significant variability in implementation of evidence-based practices, even with supports, and also suggest the need to address challenging issues related to implementation measurement in community settings.

Indexed as

Autistic DisorderChildChild, PreschoolFacultyFemaleHumansMaleSchoolsTeachingautismfidelityimplementation sciencerandomized trialsschool-based intervention

Identifiers

PMID23592849
PMCPMC3738205

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.