DOI

10.17077/etd.hpbi-n26t

Document Type

Dissertation

Date of Degree

Spring 2019

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Bruhn, Allison

First Committee Member

O'Brien, Matthew

Second Committee Member

Datchuk, Shawn

Third Committee Member

Ehly, Stewart

Fourth Committee Member

Wojciak, Armeda

Abstract

Treatment integrity has a direct impact on early intensive behavioral intervention (EIBI) outcomes for children with autism. Research suggests that providing feedback can improve treatment integrity in EIBI. The purpose of this study was to compare the effects of two remote feedback methods, videoconference feedback and email feedback, on treatment integrity. Participants included six teachers who were providing EIBI to children with autism in China. Using a single-case alternating treatment design, each feedback method was associated with a specific teaching procedure, either discrete trial training or incidental teaching. The teachers implemented the two teaching procedures daily but only received feedback during intervention. Results showed that videoconference feedback produced faster mastery of the teaching procedures and better treatment integrity sustainability after the intervention was removed than email feedback. Treatment integrity deterioration was observed during maintenance and follow up. Results of generalization were mixed. In social validity evaluations, teachers expressed preference of videoconference feedback over email feedback in terms of acceptance and effectiveness of the intervention, but they considered email feedback a more efficient use of their time.

Keywords

autism, performance feedback, treatment integrity

Pages

x, 141 pages

Bibliography

Includes bibliographical references (pages 116-122).

Copyright

Copyright © 2019 Jing Zhu

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