Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

Abstract

The purpose of this study was to investigate the effects of digital behavior intervention plans (DBIPs) with multimedia anchored instruction on general education teachers’ fidelity of implementation while teaching students with disabilities. A multiple probe design was used to investigate the effects of DBIPs across six teacher–student dyads. The effects on student desirable and undesirable behaviors were also examined across all phases of the study. Data for all six teacher participants suggest a functional relationship and show that all teachers increased their fidelity of implementation of BIPs. In addition, the teachers’ fidelity of implementation of the BIPs showed a moderate to high effect on increasing desirable student behavior and neutralized undesirable student behavior. Further results and implications for fidelity of implementation and research are discussed.

A Meta-Analysis on Behavioral Support Training and General Education Teacher Implementation

“…We contend that it is a valuable investment to evaluate the effect of training on teachers’ treatment fidelity of more intensive student-level supports as well as concomitant effects on student behavior. Some of the studies included in the meta-analysis do describe results related to training on targeted and individualized student-level supports (e.g., Holcomb et al, 2020; Owens et al, 2020). This is encouraging yet provides an urgent call for researchers to conduct further empirical evaluations that can help optimize training for implementation of intensive student-level supports.We contend that it is a valuable investment to evaluate the effect of training on teachers' treatment fidelity of more intensive studentlevel supports as well as concomitant effects on student behavior.…”

“…Eight studies measured classwide data from inclusive classrooms in response to teacher implementation but did not report the number or characteristics of students with disabilities in the classroom. The remaining studies either measured and reported proximal outcomes for individual students with disabilities in the context of a multiple-baseline or withdrawal design (e.g., Holcomb et al, 2020) or reported outcomes for an entire classroom with students with disabilities (e.g., Hagermoser-Sanetti et al, 2018). Despite the heterogenous reporting measures for outcomes for students with disabilities, general education teachers' implementation resulted in improved proximal outcomes for students with and at risk of disabilities.…”

Utilizing GoogleMeets™ to Implement Prompting Strategies During Instruction for Students With Autism Spectrum Disorder

“…Use of digital materials have yielded positive outcomes not only for training staff and caregivers of students with ASD to implement instruction and behavior modification strategies (Alnemary et al, 2015; Holcomb et al, 2020; Lindgren et al, 2016; McDonnell et al, 2011), but in providing direct instruction to students with ASD (Hall et al, 2013; Monlux et al, 2019; Steele et al, 2015; Wattanawongwan et al, 2020). Many features on technological devices allow for students of varying ability to access applications (McMahon, 2014); however, a certain level of prompting is required for students to access material presented in these applications and in a virtual space.…”