Preschool intervention scripts: Lessons from 20 years of research and practice.

Abstract

Abstract This paper reviews applications, methods, research, and practice procedures for supporting intervention implementation through scripts. The recent emphasis in education on evidence-based practice and data-based programming suggests that intervention plans will become increasingly rigorous and scrutinized. Furthermore, research in applied behavior analysis suggests that many interventions are difficult to carry out in natural school settings without specific and often considerable support. Our focus is on young children. However, the methods to be described have broad applicability and could play an important role in multidisciplinary collaboration. Key Words: Intervention Plans; Intervention Support; Intervention Adherence; Intervention Integrity; Treatment Integrity; Intervention Fidelity; Evidence-based Practice; Scripts; Preschool Classrooms, Teachers and Children Introduction Intervention scripts are used ubiquitously in behavioral intervention research and practice. In research, scripts describe knowledge of common routines and activities as well as their behavioral relationships (e.g., Abelson, 1981; Bower, Black & Turner, 1979; Fivush, 1984; Furman & Walden, 1990; Schank & Abelson, 1977). We use the term script to describe a contextualized intervention plan. In contextualizing plans, intervention steps are developed with parents and teachers, tried out, and refined as necessary. These features may make scripts different than some treatment plans. Scripted plans may be derived from information about successful patterns of interaction within activities and routines and also from intervention design principles and research (e.g., Ganz, Cook, & Earles-Vollrath, 2007; Goldstein & Cisar, 1992; Gronna, Serna, Kennedy, & Prata, 1999). Scripted plans also have the potential to demystify what may be complex processes of change for informed consent purposes. Scripts can help adults implement an intervention and they can help children by serving as models for appropriate language and actions. From 1990 to 1999 we conducted research on how to achieve effective scripted interventions (Barnett, & Air et al., 1999; Barnett, & Bell, et al., 1997; Ehrhardt, Barnett, Lentz, Stollar, & Reifin, 1996). Since that time, the procedures have been used for training professionals and providing comprehensive intervention-based services (Barnett, et al., 2002; Bonner & Barnett, 2004). A basic premise is that, since interventions are often hard to carry out by teachers and parents, scripts can help to support implementation in a way that is consistent with the research fidelity (i.e., accuracy of differentiating components) and that maintains the integrity (i.e., accuracy of implementation) of the plan (Gresham, 1989; Moncher & Prinz, 1991). As an overview, intervention-related support variables may include a problem-solving consultation process, scripts for the desired performance, coaching, feedback, and brief trials or tryouts to refine plans or compare alternative intervention conditions. Scripts are modified for appropriate levels of support to help teachers, parents, students, or others in reaching and maintaining fluency. Much of the discussion that follows pertains to the use of scripts for specific instructional methods and the development of language and social interaction skills. Language is a natural focus for intervention because it is prerequisite for complex learning (Hart & Risley, 1995) and social interaction. There is also a well-established link between levels of communicative competence and challenging behaviors (Goldstein, 2002). Furthermore, for many young children, it is not possible to isolate language from other developmental domains (Barnett, Macmann, & Carey, 1992). This paper reviews the concepts, methods, research, and applications supporting scripted interventions. Our focus is on young children. …