Exploring the relationship between classroom type and teacher intervention fidelity

Jessica Suhrheinrich, Kelsey S. Dickson, Sarah R. Rieth, Austin F. Lau, Aubyn Stahmer

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


As special education enrollment for children with autism spectrum disorders (ASD) has increased, school-based programs and providers have been challenged to expand the scope and quality of services. Researchers and school-based providers are aligned in the goal of providing high-quality services to students with ASD, however current literature does not address how training and implementation needs may differ by the age of children served. The current study evaluates variability in teacher fidelity of Classroom Pivotal Response Teaching (CPRT), an evidence-based naturalistic behavioral intervention based on the principals of applied behavior analysis. Data included 479 individual video units collected from 101 teacher and 221 student participants. Videos were coded using behavioral coding definitions and student demographic information was collected from parents of participating children. Analyses explored differences in fidelity of CPRT by age of students. Results indicate a significant relationship between classroom type (preschool/elementary) and teachers’ fidelity of CPRT, suggesting the possibility of targeted training based on student age.

Original languageEnglish (US)
Pages (from-to)349-360
Number of pages12
JournalInternational Electronic Journal of Elementary Education
Issue number2SpecialIssue
StatePublished - Jan 1 2016


  • Autism spectrum disorder
  • Classroom pivotal response teaching Intervention fidelity
  • Teacher training

ASJC Scopus subject areas

  • Education


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