In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity and student outcome. All initially nonadherent teachers demonstrated immediate increases in treatment integrity following the DPF procedure. Results were maintained when feedback was decreased from daily to weekly. The results from this study did not demonstrate a link between student behavior and treatment integrity as found in previous research.
","abstract_html":"<p>In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity and student outcome. All initially nonadherent teachers demonstrated immediate increases in treatment integrity following the DPF procedure. Results were maintained when feedback was decreased from daily to weekly. The results from this study did not demonstrate a link between student behavior and treatment integrity as found in previous research.</p>","abstract_has_math":false,"creators":["Whipple, Heather Marie"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Evan Dart","Brad Dufrene","Keith Radley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-01T08:00:00Z","date_published":"2016-12-01T08:00:00Z","updated_at":"2026-07-24T05:44:41Z","subjects":["digital performance feedback","treatment integrity","Applied Behavior Analysis","Educational Psychology","Psychology","School Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/254","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evan Dart","Brad Dufrene","Keith Radley"]},{"key":"dc:creator","label":"Author","values":["Whipple, Heather Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-09-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["digital performance feedback","treatment integrity","Applied Behavior Analysis","Educational Psychology","Psychology","School Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/254"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity and student outcome. All initially nonadherent teachers demonstrated immediate increases in treatment integrity following the DPF procedure. Results were maintained when feedback was decreased from daily to weekly. The results from this study did not demonstrate a link between student behavior and treatment integrity as found in previous research.
"]},{"key":"dc:title","label":"Title","values":["Using Digital Performance Feedback to Increase Teacher Treatment Integrity"]}]}],"canonical_facts":{"dc:contributor":["Evan Dart","Brad Dufrene","Keith Radley"],"dc:creator":["Whipple, Heather Marie"],"dc:date.available":["2016-09-01T07:00:00Z"],"dc:description.abstract":["In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity and student outcome. All initially nonadherent teachers demonstrated immediate increases in treatment integrity following the DPF procedure. Results were maintained when feedback was decreased from daily to weekly. The results from this study did not demonstrate a link between student behavior and treatment integrity as found in previous research.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/254"],"dc:subject":["digital performance feedback","treatment integrity","Applied Behavior Analysis","Educational Psychology","Psychology","School Psychology"],"dc:title":["Using Digital Performance Feedback to Increase Teacher Treatment Integrity"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:44:41Z"}