Impact of Treatment Integrity on Intervention Effectiveness

Abstract

Treatment integrity has cogent implications for intervention effectiveness. Understanding these implications is an important, but often neglected, undertaking in behavior analysis. This paper reviews current research on treatment integrity in applied behavior analysis. Specifically, we review research evaluating the relation between integrity failures and the efficacy of behavioral interventions. Avenues for future research are provided.

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

“…Treatment integrity errors negatively affect child outcomes in a number of interventions (Carroll et al 2013;DiGennaro et al 2011;Fryling et al 2012;St. Peter Pipkin et al 2010;Wilder et al 2006).…”

“…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).…”

Training Parents in Saudi Arabia to Implement Discrete Trial Teaching with their Children with Autism Spectrum Disorder

“…It is possible that certain errors are more or less detrimental than others (see Fryling, Wallace, & Yassine, 2012), and researchers may want to examine whether or not these also tend to be the sort of errors that are made more often and alter training programs accordingly. In addition, future research may consider teaching task interspersal and related skills to parents.…”

Comparison of Prompting Hierarchies on the Acquisition of Leisure and Vocational Skills

“…For example, a teaching procedure that does not require gradual The gray symbols show the number of independent steps during generalization probes following MTLD (circle) and MGD (square) training fading of physical prompts would likely be easier for instructors to implement in comparison with one that does require such fading. Enhanced procedural integrity is associated with better intervention outcomes (Fryling et al 2012). Ensuring a high degree of procedural integrity can be especially challenging in situations where several individuals serve as teachers for a given learner, as is typically the case in special education classrooms and group homes.…”