Advancing Social-Communication and Play (ASAP) is a classroom-based intervention targeting the social-communication and play development of preschool-age children with autism spectrum disorder. We used a multimethod approach to measuring intervention fidelity, including adherence, exposure, treatment differentiation, and quality of treatment delivery. Overall, teachers in the ASAP classrooms increased their adherence to the ASAP intervention compared with business-as-usual teachers. Teacher characteristics did not affect the ability to implement ASAP with fidelity. There were no group differences in coded video instructional quality scores. Differences in child engagement between the ASAP and business-as-usual groups were not mediated by fidelity adherence scores, contrary to our hypothesis. Finally, end-of-year summary of treatment delivery ratings did not align with adherence scores. Continued research regarding fidelity of school-based interventions should focus on distinguishing active ingredients from general instructional practices and learning from teachers about the child-level factors they consider when implementing an intervention.

中文翻译：

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教师对自闭症谱系障碍学龄前儿童实施的干预的保真度：没有，一些和意外的影响

推进社会交流和游戏 (ASAP) 是一项基于课堂的干预措施，针对患有自闭症谱系障碍的学龄前儿童的社会交流和游戏发展。我们使用多种方法来衡量干预保真度，包括依从性、暴露、治疗差异化和治疗实施质量。总体而言，与照常工作的教师相比，ASAP 课堂的教师对 ASAP 干预的依从性更高。教师的特点不影响忠实地实施 ASAP 的能力。编码视频教学质量分数没有组间差异。与我们的假设相反，ASAP 组和一切照旧组之间儿童参与度的差异不受保真度依从性分数的调节。最后，治疗交付评级的年终总结与依从性评分不一致。关于校本干预保真度的持续研究应侧重于区分活性成分和一般教学实践，并向教师学习他们在实施干预时考虑的儿童层面的因素。