Treatment Integrity in Applied Behavior Analysis With Children

Gresham, Frank M.; Gansle, Kristin A.; Noell, George H.

doi:10.1901/jaba.1993.26-257

Cited by 223 publications

(172 citation statements)

References 9 publications

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“…In other words, procedural fidelity may be determined by how closely an interventions' implementation matches its' written description. Whereas, earlier reviews of empirical studies showed that only 15.8% (Gresham, Gansle, & Noell, 1993a), 14.9% (Gresham, Gansle, Noell, Cohen, & Rosenblum, 1993b) and 18% (Wheeler, Baggett, Fox, & Blevins, 2006) of studies defined, analyzed, and reported treatment fidelity data; a more recent review and analysis (Barnett et al, 2013) showed increased emphasis on treatment fidelity, reporting that 70% of their pool of 266 school-based research articles published between 2005-2012 included fidelity of intervention data.…”

Section: Importance Of the Problem And Relevant Scholarshipmentioning

confidence: 97%

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

Quinn¹,

Nowosielski²,

Kitchen³

et al. 2014

JEL

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Although evidenced-based practices, delivered with procedural integrity are increasingly common in the field of autism, generalizing those practices to less traditional settings is not. The present study, conducted at a summer therapeutic camp used a single subject multiple baseline across participants research design to evaluate the effects of contingent reinforcement utilizing both a variable-interval (VI) 5-minute variable-interval Differential Reinforcement of Other behaviors (VDRO) schedule of reinforcement and a VI 5-minute momentary DRO (MDRO) schedule of reinforcement, combined with token delivery and response cost procedure on increasing compliance and decreasing disruptive behaviors for three, 8-year old males with developmental disabilities. Results are discussed in light of the positive role summer therapeutic camps may play for students with autism spectrum disorder (ASD), and the critical role teachers and staff play in precisely delivering evidenced-based practices, especially in more non-traditional, community-centered educational settings.

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Section: Importance Of the Problem And Relevant Scholarshipmentioning

confidence: 97%

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

Quinn¹,

Nowosielski²,

Kitchen³

et al. 2014

JEL

View full text Add to dashboard Cite

show abstract

“…Sanetti and Kratochwill, (2009) state, "The rapid and widespread deployment of RTI/MTSS…has made urgent the need for researchers and practitioners to attend to treatment fidelity" (p. 452). Fidelity of implementation is an important predictor of student outcomes (Kratochwill, Volpiansky, Clements, & Ball, 2007) and yet minimal attention has been dedicated to treatment fidelity (Gresham, Gansle, &Noell, 1993;Gresham, MacMillan, Beebe-Frankenberger, & Bocian, 2000; McIntyre, Gresham, DiGennaro, & Reed, 2007). As a result, it is important to continue to examine the fidelity aspect of RTI/MTSS.…”

Section: Justificationmentioning

confidence: 99%

“…A review of research suggests that treatment fidelity is directly related to treatment outcomes and that the greater degree of correct implementation, the greater the degree of behavior change (Gresham, Gansle, &Noell, 1993;Gresham, Gansle, Noell, Cohen, & Rosenblum, 1993). Additional reviews also demonstrated that student outcomes increased when teachers implemented interventions as they were designed Mortenson & Witt, 1998).…”

Section: Progress Monitoringmentioning

confidence: 99%

“…Ongoing progress monitoring provides teachers with the data they need to match interventions to students' areas of need and to determine how well students are responding to a specific intervention. A review of research suggests that treatment fidelity is directly related to treatment outcomes and that the greater degree of correct implementation, the greater the degree of behavior change (Gresham, Gansle, &Noell, 1993;Gresham, Gansle, Noell, Cohen, & Rosenblum, 1993). Vygotsky's (1934Vygotsky's ( /1978 sociocultural theory offers a suitable lens through which to view teachers' beliefs revealed in finding 5 which states a benefit of the RTI/MTSS model is that students have an opportunity to reach mastery through multiple exposures to personalized instruction and numerous opportunities to practice new skills.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

Maniglia¹

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In this qualitative case study the researcher examined educators' perceptions of an RTI/MTSS model of instruction and how staff perceptions relate to fidelity of implementation. The purpose of this research was to investigate educators' understanding of the critical components necessary to support implementation of RTI/MTSS framework. The overarching research question guiding this study was: How do grade two team members, support staff and the building administrator in one Massachusetts elementary school perceive the process, structures, fidelity of implementation and impact of an RTI/MTSS model? Sub-questions illuminated factors that facilitated or hindered the implementation process of an RTI/MTSS model. Data was gathered from student assessments, individual interviews, self-report surveys and a focus group discussion.Participants in this study include three grade two teachers, a special educator, a psychologist, a literacy coach and the building administrator. Vygotsky's sociocultural theory, which focuses on socially mediated activities to support learning and development, provided a lens through which to examine the circumstances of the study and inform the findings. Study findings revealed educators understood and embraced RTI/MTSS as a general education initiative that allowed educators to personalize instruction and reduce the number of special education referrals. Results indicated that multiple tiers, assessment, data informed decision making, collaboration, and shared accountability contribute to successful implementation of the RTI/MTSS model. Lack of resources, inadequate planning time, unscheduled additional tiers of instruction, and insufficient trainings challenge implementation. These findings have implications for educational practice and will inform key district stakeholders with the information and data necessary to sustain the RTI/MTSS framework.

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“…Several authors (e.g., Elliott, Witt, & Kratochwill, 1991;Fuchs & Fuchs, 1989;Lentz, Allen & Ehrhardt, 1996;Reynolds et al, 1984;Taylor & Miller, 1997) have recognized the importance of treatment integriQr in the implementation of an intervention. Few studies in the behavioral literature, however, have assessed the treatment 18 integrity of the interventions examined Gresham, Gansle, & Noell, 1993;Peterson, Hommer, & Wonderlich, 1982).…”

Section: Treatment Integritymentioning

confidence: 99%

School-based problem-solving interventions: the impact of training and documentation on the quality and outcomes

Upah¹

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Limited research suggests there is a relation between quality interventions, as indicated by the presence of specific indicators, and positive student outcomes (Flugum, 1992;Flugum & Reschly, 1992; these findings, however, were based on self-report data with no intervention documentation to verify the quality or outcomes. There continues to be a need to determine which components (i.e., quality indices) are essential for school-based problem-solving interventions to result in positive outcomes for students. Research (e.g., McDougall, Reschly & Corkery, 1988; Kratochwill, VanSomeran & Sheridan, 1989) also supports the use of protocol-based training to influence the quality of these interventionspositively; yet, questions remain as to the effect of the protocol versus the training.In addition to answering the above question, this smdy attempted to overcome the weaknesses of previous research on quality indicators of interventions and validate recommended "best practice" (i.e., . This study also contributed to Results support the use of protocol-based training in improving intervention quality and validate recommended "best practice" in designing and implementing quality interventions.Training in designing and implementing interventions which incorporated an intervention documentation protocol outlining quality indices resulted in higher quality interventions than those designed and implemented prior to the training. The "protocol-based" aspect of the training may have been the critical piece, since the use of the intervention documentation protocol alone resulted in improvements equal to those attained with the protocol and vu training. Those interventions with higher levels of quality were related to more positive student outcomes.

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Treatment Integrity in Applied Behavior Analysis With Children

Cited by 223 publications

References 9 publications

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

The Role of Program Consistency in a Summer Therapeutic Camp for Students with Autism Spectrum Disorder

How educators perceive the process and implementation of a multi-tiered system of supports (MTSS) : a case study

School-based problem-solving interventions: the impact of training and documentation on the quality and outcomes

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