Date of Award

Summer 8-2018

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Committee Chair

Dr. Evan H. Dart

Committee Chair Department

Psychology

Committee Member 2

Dr. Keith C. Radley

Committee Member 2 Department

Psychology

Committee Member 3

Dr. Brad A. Dufrene

Committee Member 3 Department

Psychology

Committee Member 4

Dr. James W. Moore

Committee Member 4 Department

Psychology

Abstract

The National Assessment of Educational Progress reports 64% of 4th grade students and 66% of 8th grade students are less than proficient in reading despite the availability of evidence-based interventions in school settings (NAEP, 2015). It is important to implement reading interventions with struggling readers and because the role of the school psychologist has shifted from providing direct intervention services to students to providing consultative services to teachers, it is important to find various methods to promote teachers’ adherence to these interventions. Treatment integrity has been defined as the degree to which an intervention is implemented as planned and its assessment is critical in the verification of treatment effects and experimental control. This study examined the effects of digital performance feedback (DPF) as a follow-up strategy for teachers to increase the integrity of a repeated reading intervention. A multiple baseline design was utilized to determine the effectiveness of this procedure. Results from this study expanded previous literature on ways to promote treatment integrity. Treatment integrity immediately increased with the provision of digital performance feedback. As treatment integrity increased, student outcomes also increased.

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