Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and ContextKathy Lawton1,2* and Connie Kasari3
- *Corresponding Author:
- Kathy Lawton
Early Childhood Education, Nisonger Center
The Ohio State University, 371F McCampbell Hall
1851 Dodd Dr, Columbus, Ohio 43210, USA
Tel: +(614) 688-3308
Fax: +(614) 685-3191
E-mail: [email protected]
Received date January 08, 2013; Accepted date January 30, 2013; Published date February 13, 2013
Citation: Lawton K, Kasari C (2013) Teacher Implementation of Joint Attention Intervention in Preschool Classrooms: Fidelity and Context. Autism 3:108. doi:10.4172/2165-7890.1000108
Copyright: © 2013 Lawton K, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
Recent studies suggest that preschool teachers can improve core autism deficits. Implementation fidelity, however, has not been a focus. This study examined the ability of sixteen preschool teachers to implement strategies of a manualized communication intervention targeting the core deficit of joint attention. Before treatment, teachers in both groups used few strategies, but they demonstrated more intervention strategies during individual child and teacher play interactions than in their classrooms. After treatment, teachers in the immediate treatment group used significantly more strategies than the control group with notable differences in their use of strategies in their classrooms. Results also suggest that some strategies may be easier than others for teachers to adopt.