An Evaluation of Programmed Treatment-Integrity Errors During Discrete-Trial Instruction

Carroll, Regina A.; Kodak, Tiffany; Fisher, Wayne W.

doi:10.1002/jaba.49

Cited by 100 publications

(159 citation statements)

References 14 publications

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“…We used dual mastery criteria targeting global and reinforcer-component integrity because performance on the reinforcer component was consistently low across all four therapists during baseline. Furthermore, Carroll et al (2013) demonstrated that errors in consequence delivery impeded the skill acquisition of children. Therefore, we believed improvements in reinforcer integrity to be clinically indicated.…”

Section: Response Measurementmentioning

confidence: 99%

“…Researchers have systematically manipulated levels of integrity and demonstrated functional relationships between integrity and treatment outcomes (e.g., Carroll et al 2013;DiGennaro Reed et al 2011;St. Peter Pipkin et al 2010;Wilder et al 2006).…”

mentioning

confidence: 99%

“…Peter Pipkin et al 2010;Wilder et al 2006). Otherwise, effective treatments that are implemented with low treatment integrity may lose their efficacy (Carroll et al 2013;DiGennaro et al 2011;Fryling et al 2012;St. Peter Pipkin et al 2010;Wilder et al 2006).…”

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confidence: 99%

“…Peter Pipkin et al 2010;Wilder et al 2006). Reducing treatment integrity has negative effects on skillacquisition procedures (e.g., Carroll et al 2013) and behavior-reduction procedures (e.g., St. Peter Pipkin et al 2010).…”

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confidence: 99%

“…Carroll et al (2013) conducted a descriptive assessment of teacher-implemented DTT. The most common integrity error was delivering a consequence: Teachers failed to provide a preferred item following a correct response on 79 % of opportunities.…”

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confidence: 99%

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Global Measures of Treatment Integrity May Mask Important Errors in Discrete-Trial Training

Cook

Subramaniam

Brunson

et al. 2015

Behav Analysis Practice

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Section: Response Measurementmentioning

confidence: 99%

mentioning

confidence: 99%

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confidence: 99%

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confidence: 99%

mentioning

confidence: 99%

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Global Measures of Treatment Integrity May Mask Important Errors in Discrete-Trial Training

Cook

Subramaniam

Brunson

et al. 2015

Behav Analysis Practice

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Consequent Interventions

Kodak¹,

Halbur²

2020

The Encyclopedia of Child and Adolescent Development

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The primary focus of study in the field of applied behavior analysis is the behavior of organisms, and the events surrounding behavior. The primary unit of analysis within this field is the three‐term contingency. This contingency consists of an antecedent, a behavior, and a consequence. A consequence is a stimulus or event that immediately follows a behavior. This entry provides information on the element consequence of the contingency.

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Assessing the Within‐Trial Treatment Integrity of Discrete‐Trial Teaching Programs Using Sequential Analysis

Brand

Mudford

Arnold‐Saritepe

et al. 2016

Behavioral Interventions

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Discrete-trial teaching is a strategy frequently used to teach functional skills to individuals with developmental and intellectual disabilities. Research has shown that the within-trial components of the procedure should be administered with ≥90% treatment integrity to facilitate optimal learning. Usually within-trial treatment integrity is measured using whole-session methods such as percentage of trials correctly administered. This study demonstrated one-step Markov transition matrices as a method of assessing within-trial treatment integrity. All components of discrete trials were coded and timestamped from video recordings of therapist-learner dyads in their typical setting (home or school). Several types of within-trial treatment integrity errors were identified using the Markov transition matrices, error sequences that could not be identified using a percentage correct analysis. Better identification of errors has the potential both to enhance treatment integrity and to gain efficiency by targeted retraining of therapists.Discrete trial teaching (DTT) is a strategy frequently used to teach functional skills to individuals with developmental and intellectual disabilities. DTT is a critical component of early intensive behavioral intervention programs. Most skills taught during the initial stages of early intensive behavioral intervention use a DTT format. DTT consists of five distinct within-trial components (Koegel, Russo, & Rincover, 1977). These components are the discriminative stimulus (S D ), a prompt if necessary, a response (correct, incorrect, or no response), a consequence determined by the type of learner response, and an intertrial interval (ITI). Discrete teaching trials have a distinct beginning and end. The presentation of the S D constitutes the beginning of the trial and the start of the ITI the end. In the early stages of teaching, DTT takes place in a structured and controlled environment consisting of one-to-one teaching sessions between therapists and learners. DTT involves breaking down particular skills into smaller parts and teaching each one of these smaller skills individually.utterance to indicate to the learner that the response was incorrect. The prescribed sequence was Incorrect -Error Consequence (p = .28). The two most likely error sequences were full physical guidance prompts (Incorrect -Physical Guidance Figure 1. Percentage treatment integrity for the final 10 blocks of 30 trials during baseline.

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An Evaluation of Programmed Treatment-Integrity Errors During Discrete-Trial Instruction

Cited by 100 publications

References 14 publications

Global Measures of Treatment Integrity May Mask Important Errors in Discrete-Trial Training

Global Measures of Treatment Integrity May Mask Important Errors in Discrete-Trial Training

Consequent Interventions

Assessing the Within‐Trial Treatment Integrity of Discrete‐Trial Teaching Programs Using Sequential Analysis

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