The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Support Plan Implementation
Item
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Title
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The Effects of Self-Monitoring and Performance Feedback on the Treatment Integrity of Behavior Support Plan Implementation
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Identifier
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d_2009_2013:1ea5ff368270:10769
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identifier
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10993
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Creator
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Mouzakitis, Angela,
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Contributor
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Robin Codding | Georgiana Shick Tryon
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | autism | behavior consultation | behavior support plans | performance feedback | school psychology | self-monitoring
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Abstract
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This study evaluated methods to improve and maintain treatment integrity (TI) for behavior support plans (BSP) for children with Autistic Disorder. While performance feedback (PFB) has been identified as the most effective method to support TI, it is timeconsuming and expensive. This study examined self-monitoring (SM) as a way to maintain target levels of TI, possibly better than a PFB package that does not include SM. This study also examined generalization effects of training to a BSP for which no training occurred. Finally, this study explored the relationship of TI to student behavior. A fourtiered multiple baseline design with changing conditions was used to evaluate the effectiveness of SM compared to SM and PFB. Eight students with BSPs participated in the study. Teachers were trained with SM and PFB for four of the students' BSPs; the remaining four students were used to assess generalization effects of the training. Results indicate that SM was effective for two teachers to maintain target levels of TI following PFB, and sufficient for one teacher to achieve target levels of TI with no PFB. One teacher in the study required additional PFB to attain target levels of TI. Findings indicate that three of the four teachers generalized BSP implementation without additional training. It was also found that TI and student behavior are highly correlated.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
