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.
We employed a pyramidal training model (PTM) to teach staff to correctly implement and collect data for trialbased functional analysis (TBFA) in simulated situations. First, we trained four behavioral consultants (BCs) in a group format, who each trained one behavior technician (BT) in an individual format. We utilized a non-concurrent multiple baseline design to evaluate the effect of the training. During generalization probes, participants implemented TBFA with a novel problem behavior. This study will contribute to the literature on teaching staff how to conduct TBFA. This study demonstrates the application of a two-level PTM. This study illustrates how agencies can utilize the Task Analysis Training Protocol within a PTM to train staff on implementation of TBFA.
Teachers can at times view behavioural intervention procedures as time‐consuming. Thus, socially‐valid classroom‐based interventions are a critical component to behavioural success. This study examined the effects of traditional behavioural interventions with two kindergarten students presenting with challenging behaviours, including aggression, tantrums and noncompliance. Notably, it was found that traditional behavioural procedures were not sufficient to substantially reduce the behaviours alone. Therefore, a relationship‐building component was added to target positive student‐teacher relationships. Student outcomes resulted in a significant reduction in challenging behaviour as well as teacher‐reported behaviours showing a reduction across all measured periods. Ongoing teacher consultation, increased student‐teacher relationships (STRs) and use of effective classroom management strategies are necessary for effective models of behaviour support.
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