Date of Award

Fall 12-2016

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

Department

Psychology

Committee Chair

Evan Dart

Committee Chair Department

Psychology

Committee Member 2

Brad Dufrene

Committee Member 2 Department

Psychology

Committee Member 3

Keith Radley

Committee Member 3 Department

Psychology

Abstract

In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase integrity. A multiple baseline design was utilized to determine the effectiveness of this strategy. Results from this study expanded previous literature on ways to promote treatment integrity and help move toward a science of intervention implementation. The primary dependent variable measured was treatment integrity. Student behavior was also assessed to determine if there is a relationship between treatment integrity and student outcome. All initially nonadherent teachers demonstrated immediate increases in treatment integrity following the DPF procedure. Results were maintained when feedback was decreased from daily to weekly. The results from this study did not demonstrate a link between student behavior and treatment integrity as found in previous research.

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