Effects of Verbal and Graphed Feedback on Treatment Integrity

Zoder‐Martell, Kimberly A.; Dufrene, Brad A.; Sterling, Heather E.; Tingstrom, Daniel H.; Blaze, John T.; Duncan, Neelima G.; Harpole, Lauren Lestremau

doi:10.1080/15377903.2013.836776

Cited by 5 publications

(4 citation statements)

References 25 publications

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“…The interventionist may need more explicit performance feedback on implementation and how his or her behavior relates to student progress. Performance feedback has been well researched and typically includes verbal and graphic information provided to the interventionist (Sanetti, Fallon, & Collier‐Meek, ; Zoder‐Martell et al., ). The frequency of feedback may be decreased contingent on consistent performance at an appropriate level.…”

Section: Phase 2: a Problem‐solving Process For Improving Treatment Imentioning

confidence: 99%

A Systematic Framework for Addressing Treatment Integrity in School Settings

Kupzyk

Shriver

2016

Psychology in the Schools

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School psychologists are tasked with ensuring treatment integrity because the level of intervention implementation affects decisions about student progress. Treatment integrity includes multiple dimensions that may impact the effectiveness of an intervention including adherence, dosage, quality, and engagement. Unfortunately, treatment integrity is not routinely monitored in consultation. A systematic framework is needed to better prepare practitioners to assess, analyze, and intervene when there are treatment integrity failures. A framework for monitoring and improving multiple dimensions of treatment integrity in natural settings is proposed to provide guidance to practitioners through two phases. The first phase focuses on improving initial treatment integrity and the second phase outlines a problem‐solving process for improving treatment integrity.

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Section: Phase 2: a Problem‐solving Process For Improving Treatment Imentioning

confidence: 99%

A Systematic Framework for Addressing Treatment Integrity in School Settings

Kupzyk

Shriver

2016

Psychology in the Schools

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“…Components of feedback may include a review of data, positive reinforcement, negative reinforcement, corrective feedback, or question‐and‐answer sessions (Codding et al., 2005, DiGennaro, Martens, & McIntyre, 2005; Witt & Mortenson, 1998). In addition, feedback may be delivered in person (Noell, Witt, Gilbertson, Ranier, & Freeland, 1997), electronically (Hemmeter, Snyder, Kinder, & Artman, 2011), or visually (Hagermoser Sanetti, Luiselli, & Handler, ; Zoder‐Martell et al., ).…”

Section: Problem Identificationmentioning

confidence: 99%

“…Permanent product review is a method of data collection in which relevant performance remnants (e.g., classwork assignments) are reviewed (Cooper, Heron, & Heward, ; Dufrene et al., ; Hagermoser Sanetti & Collier‐Meek, ). The inclusion of permanent product review is common in the school‐based literature (e.g., Dufrene et al., ; Zoder‐Martell et al., ). Examples of permanent products evident in the student's academic record may include completed classwork, completed homework, examinations (e.g., weekly spelling tests), or benchmarking results.…”

Section: Problem Identificationmentioning

confidence: 99%

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Behavior Analytic Consultation for Academic Referral Concerns

Dufrene

Zoder‐Martell

Dieringer

et al. 2015

Psychology in the Schools

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Applied behavior analysis provides a technology of human behavior that demonstrates great potential for improving socially important outcomes for individuals. School‐based consultation may provide a vehicle for delivering applied behavior analysis services in schools to address academic referral concerns. In this article, we propose that school‐based consultants should use the principles of applied behavior analysis as a guide for their consultation efforts. We provide the conceptual rationale for the use of applied behavior analysis as a guide for school‐based consultants and specific procedural recommendations for applying a behavior analytic approach to school‐based consultation.

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How are treatment integrity data assessed? Reviewing the performance feedback literature.

Collier‐Meek¹,

Fallon²,

Gould³

2018

School Psychology Quarterly

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Collecting treatment integrity data is critical for (a) strengthening internal validity within a research study, (b) determining the impact of an intervention on student outcomes, and (c) assessing the need for implementation supports. Although researchers have noted the increased inclusion of treatment integrity data in published articles, there has been limited attention to treatment integrity is assessed. The purpose of this study was to review how treatment integrity is typically assessed in single-case design performance feedback articles. Doctoral students in school psychology coded 58 performance feedback studies to determine how treatment integrity data are assessed in this literature, and common intervention characteristics linked to treatment integrity assessment. Findings indicate that, although data were collected most frequently via direct observation by a researcher targeting intervention adherence, intervention characteristics varied widely across studies. Implications of results are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

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Effects of Verbal and Graphed Feedback on Treatment Integrity

Cited by 5 publications

References 25 publications

A Systematic Framework for Addressing Treatment Integrity in School Settings

A Systematic Framework for Addressing Treatment Integrity in School Settings

Behavior Analytic Consultation for Academic Referral Concerns

How are treatment integrity data assessed? Reviewing the performance feedback literature.

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