Abstract Empirically supported consultation procedures for supporting implementation of evidence-based interventions for Autism Spectrum Disorder (ASD), such as performance feedback, may be challenging to implement in public schools. Educators may find performance feedback aversive, and support personnel may find its directiveness incompatible with their professional roles. This pilot study extends recent advances in implementation science, by investigating the influence of tiered consultation on intervention integrity of Discrete Trial Teaching (DTT). A less intensive form of implementation support was examined for its feasibility and effectiveness. Collaborative Student Data Review (CSDR) includes discussion, general feedback, and modeling. Preliminary findings indicate that CSDR is a feasible and acceptable form of implementation support, and that it shows potential as a form of implementation support for DTT.

中文翻译：

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通过分层咨询支持离散审判教学的完整性：一项试点研究

摘要为支持对自闭症谱系障碍（ASD）的循证干预措施（例如绩效反馈）的实施提供经验支持的咨询程序，可能在公立学校中实施具有挑战性。教育工作者可能会厌恶绩效反馈，支持人员可能会发现其指导性与他们的专业角色不符。通过研究分层咨询对离散试用教学（DTT）的干预完整性的影响，该试点研究扩展了实施科学方面的最新进展。研究了一种不太密集的实施支持形式，其可行性和有效性。协作学生数据审阅（CSDR）包括讨论，一般反馈和建模。初步调查结果表明，CSDR是一种可行且可接受的实施支持形式，