Date of Award

8-2025

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

School

Psychology

Committee Chair

Dr. Emily DeFouw

Committee Chair School

Psychology

Committee Member 2

Dr. D. Joe Olmi

Committee Member 2 School

Psychology

Committee Member 3

Dr. Zachary LaBrot

Committee Member 3 School

Psychology

Committee Member 4

Dr. Michael Mong

Committee Member 4 School

Psychology

Abstract

Student noncompliance can disrupt teacher instruction and affect students’ ability to learn in the classroom. Interventions can be provided to teachers within the PBIS tiered system to address noncompliance. One intervention that addresses noncompliance, Effective Instruction Delivery (EID), has been demonstrated to increase levels of compliance above baseline levels. Despite the effectiveness of evidence-based interventions such as EID, there are significant concerns with ensuring the feasibility of evidence-based interventions to match the needs of teachers in the classroom to reduce teacher burn-out. A possible strategy to promote high levels of fidelity is to allow teachers to test drive interventions before implementing a preferred intervention. The current study evaluated three teachers’ treatment integrity of EID procedure in close (i.e., within 3 ft) and distant (i.e., 10 ft or more) proximity by using an alternating treatments design. Results suggested that test-driving increased the teacher participants’ usage of EID components from baseline to intervention and implementing the test-driving procedure increased student compliance from baseline to test-driving phase. Results were inconsistent, as a functional relation was not observed between preferred test-driving phase and increases in treatment fidelity or preferred test-driving phase and increases in student compliance for one participant. However, teacher and student data, overall, exhibited immediate increases from baseline to test-driving phase, with high levels maintaining with high observed stability during preferred intervention phase. Implications for applied practice and research are discussed and limitations of the current study are offered.

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