Parent treatment integrity across multiple components of a behavioral intervention
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Children with autism spectrum disorder (ASD) often present with challenging behaviors such as aggression, tantrums, or noncompliance. Behavior analytic interventions are considered evidence‐based for decreasing challenging behaviors and may include a combination of strategies to teach replacement behaviors and prevent and respond to challenging behaviors. However, multi‐component interventions are often implemented in treatment settings by professionals and effects may not generalize to the home. Little research has explored the levels of treatment integrity with which multi‐component interventions are implemented by parents. This study evaluated the use of behavior skills training (BST) with ongoing coaching to train parents of two children with ASD to implement multi‐component behavioral interventions in the home to decrease challenging behaviors. Treatment integrity was monitored for each treatment component, and attempts were made to minimize barriers to treatment integrity. Results support the use of BST with ongoing coaching. Implications for practice and future research are discussed.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it