Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China

Jing, Zhu; Hua, Youjia; Yuan, Chengan

doi:10.1007/s10864-020-09380-8

Cited by 12 publications

(13 citation statements)

References 24 publications

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Section: Effective and Remote Supervisionmentioning

confidence: 99%

“…Remote supervision includes a supervisor providing training, observation, and feedback from a different location (Zhu et al, 2020 ). In a typical telehealth model, trainees connect with clients and supervisors via a videoconferencing platform such as VSee® (e.g., Gerow et al, 2021 ), Vidyo (e.g., Tsami et al, 2019 ), or Zoom (e.g., Zhu et al, 2020 ). For example, Zhu and colleagues used delayed performance feedback to increase therapist fidelity of implementation for discrete trial training (DTT) and incidental teaching.…”

Section: Effective and Remote Supervisionmentioning

confidence: 99%

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Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching

et al. 2022

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The supervision of field experiences is an indispensable component of Board-Certified Behavior Analyst (BCBA®) training. During the supervised field experience, supervisors regularly provide performance feedback to trainees for the purpose of improving fidelity of implementation of various assessments and interventions. Emerging evidence supports the efficacy of using telehealth to train teachers and parents to implement interventions, but no study has evaluated the effectiveness of the remote delayed performance feedback among individuals completing BCBA® training. We used videoconference equipment and software to deliver remote delayed performance feedback to seven participants enrolled in a graduate program and completing supervised field experience. Remote delayed performance feedback was provided regarding participants’ implementation of caregiver coaching. The results indicate that delayed performance feedback provided remotely increased the correct implementation of caregiver coaching. These preliminary results indicate the efficacy of remote supervision and delayed performance feedback.

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Section: Effective and Remote Supervisionmentioning

confidence: 99%

Section: Effective and Remote Supervisionmentioning

confidence: 99%

Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching

et al. 2022

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“…However, continuous data recording is preferred (Taubman, Leaf, McEachin, Papovich, & Leaf, 2013) and should be based on evaluation criteria for the quality of service delivery (Langh, Cauvet, Hammar, & Bolte, 2017). For example, Zhu, Hua, and Yuan (2020) remotely examined the procedural integrity of DTT and incidental teaching (IT; Hart & Risley, 1975) of three Chinese teachers, and developed integrity criteria for their performance. Similarly, Babel et al (2008) assessed the instructor's performance via the Discrete-Trials Teaching Evaluation Form (DTTEF).…”

Section: The Practice Of Behavior Analytic Interventionsmentioning

confidence: 99%

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

Liao

Dillenburger

2021

Autism

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This study explored the experiences of professionals and parents from the United Kingdom and China of autism-relevant policies, school involvement, and applied behavior analysis-based interventions. Semistructured interviews involving 36 parents and professionals and direct behavioral observations were carried out of five parents and three professionals. Results found: (1) a lack of autism support and applied behavior analysis-related services in both countries; (2) applied behavior analysis-based intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular applied behavior analysis-based intervention, discrete trial teaching, was similar and increased with ongoing training. Professional and parental experiences were discussed in the context of policy and educational involvement. This study illustrates the need to support children with autism and to consider regional adaptations of evidence-based practice of behavior analysis for the affected population. Lay abstract The prevalence of autism is increasing, and the development of these children and the lived experience of their families have become a global concern. Applied behavioral analytic intervention is proved to be effective in improving their cognitive abilities, language skills, and social and emotional skills, but the service delivery between developed and developing countries is different. A qualitative study was conducted to explore personal experiences with actual practice fidelity of behavior analytic services for children with autism in a Western developed country (United Kingdom) and an Eastern developing country (China). The study found: (1) a lack of support for autism and behavioral analytic services in both countries; (2) applied behavioral analytic intervention was not as widely endorsed by healthcare or educational systems in the United Kingdom; Chinese parents faced challenges around inclusive education and accessing high-quality services and there was a social stigma attached to autism; (3) a limited awareness and application of early intensive behavior intervention in both regions; and (4) intervention fidelity with regards to the practice of one particular aspect of behavioral analytic interventions was similar and increased with ongoing training. This study emphasizes the need to support children with autism, and to consider regional adaptations of evidence-based practice of behavior analytic interventions for the affected population.

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“…Neely et al (2020) develop and evaluate a videoconferencing training program for interventionists in Japan to implement incidental teaching with children with ASD with coaching from providers in the USA. Zhu et al (2020) investigate a telehealth intervention to teach professionals in China how to implement discrete trial teaching and incidental teaching with children with ASD. The authors evaluate the effect of delayed remote feedback on implementation fidelity and child outcomes for three interventionists.…”

Section: Introductionmentioning

confidence: 99%

Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue

Rispoli

Machalicek

2020

J Behav Educ

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The purpose of these two volume special issues on the use of telehealth in behavioral assessment and intervention is to share research that advances our understanding of the utility of telehealth in behavioral education and considerations for use. Eleven articles spanning synthesis, single-case deigns, group experimental designs and case studies illustrate the growth in the application of telehealth to behavioral assessment and intervention across educational settings and providers. These eleven articles highlight the potential benefit of telehealth in providing access to high-quality behavioral assessment and intervention across home, school and center-based contexts.

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Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China

Cited by 12 publications

References 24 publications

Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching

Effectiveness of Remote Delayed Performance Feedback on Accurate Implementation of Caregiver Coaching

Behavior analytic interventions for children with autism: Policy and practice in the United Kingdom and China

Advances in Telehealth and Behavioral Assessment and Intervention in Education: Introduction to the Special Issue

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