Using Digital Performance Feedback to Increase Teacher Treatment Integrity

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2016

Author dc:creator

• Whipple, Heather Marie

Contributors dc:contributor

• Evan Dart
• Brad Dufrene
• Keith Radley

• digital performance feedback
• treatment integrity
• Applied Behavior Analysis
• Educational Psychology
• Psychology
• School Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/254

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1279