The effects of service setting on early intensive behavioural intervention program delivery
| dc.contributor.author | Pedreira, Karli | |
| dc.contributor.examiningcommittee | Yu, C.T. (Psychology) | en_US |
| dc.contributor.examiningcommittee | Ramon, Duong (Psychology) | en_US |
| dc.contributor.examiningcommittee | Shooshtari, Shahin (Community Health Sciences). | en_US |
| dc.contributor.guestmembers | Perry, Adrienne (York University). | en_US |
| dc.contributor.supervisor | Martin, Toby (Psychology) | en_US |
| dc.date.accessioned | 2021-06-10T15:55:14Z | |
| dc.date.available | 2021-06-10T15:55:14Z | |
| dc.date.copyright | 2021-04-15 | |
| dc.date.issued | 2021 | en_US |
| dc.date.submitted | 2021-04-15T18:12:39Z | en_US |
| dc.degree.discipline | Psychology | en_US |
| dc.degree.level | Doctor of Philosophy (Ph.D.) | en_US |
| dc.description.abstract | Early intensive behavioural intervention (EIBI) is consistently acknowledged as an effective treatment for children diagnosed with autism spectrum disorder (ASD). More recently, these services are being delivered in a wider variety of service settings (e.g., classrooms, child care centres and preschools). Variations in service settings allow for more cost-effective treatment programs and may also widen the accessibility of services. However, it is unclear whether treatment can be delivered with high consistency and accuracy in settings where variations in program characteristics are expected (e.g., presence of peers, level of control, and staff training). The current study addressed the gap in the literature though comparing three aspects of EIBI that may be most affected by program variations as a function of setting: (a) perceptions of direct service providers regarding treatment quality, (b) the accuracy of discretetrials teaching (DTT), and (c) service intensity and comprehensiveness. The current study has demonstrated that the delivery of EIBI varied as a function of service setting. Specifically, a difference in the treatment integrity of DTT, program comprehensiveness, and quality of team communication was observed. For each of these variables, results favored the delivery of services in ABA classrooms in comparison to integrated child care centres. | en_US |
| dc.description.note | May 2021 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/35694 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | treatment integrity | en_US |
| dc.subject | Treatment quality | en_US |
| dc.subject | ASD | en_US |
| dc.subject | Service Setting | en_US |
| dc.subject | EIBI | en_US |
| dc.title | The effects of service setting on early intensive behavioural intervention program delivery | en_US |
| dc.type | doctoral thesis | en_US |
| local.subject.manitoba | yes | en_US |