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.
Dissertation
A comparison of two types of remote performance feedback on treatment integrity
University of Iowa
Doctor of Philosophy (PhD), University of Iowa
Spring 2019
DOI: 10.17077/etd.hpbi-n26t
Abstract
Details
- Title: Subtitle
- A comparison of two types of remote performance feedback on treatment integrity
- Creators
- Jing Zhu - University of Iowa
- Contributors
- Allison Bruhn (Advisor)Matthew O'Brien (Committee Member)Shawn Datchuk (Committee Member)Stewart Ehly (Committee Member)Armeda Wojciak (Committee Member)
- Resource Type
- Dissertation
- Degree Awarded
- Doctor of Philosophy (PhD), University of Iowa
- Degree in
- Teaching and Learning
- Date degree season
- Spring 2019
- DOI
- 10.17077/etd.hpbi-n26t
- Publisher
- University of Iowa
- Number of pages
- x, 141 pages
- Copyright
- Copyright © 2019 Jing Zhu
- Language
- English
- Description illustrations
- illustrations
- Description bibliographic
- Includes bibliographical references (pages 116-122).
- Public Abstract (ETD)
Treatment integrity refers to the degree to which an intervention is implemented as planned. It has a direct impact on treatment outcomes for children, including those with autism. One method to improve treatment integrity is performance feedback, which commonly involves a coach providing affirmative or corrective feedback about the delivery of an intervention. This study compared the effects of two remote feedback methods, videoconference feedback and email feedback, using an alternating treatment design. Six early intervention teachers working with children with autism in China participated in the study. During intervention, teachers received feedback through email or videoconferencing on their implementation of two different teaching procedures (i.e., incidental teaching and discrete trial training). Results showed that four out of six teachers mastered the teaching procedure that received videoconference feedback in fewer feedback sessions. A decrease in implementation integrity was observed during maintenance and follow up. Neither feedback method led to consistent generalization across students or student skills. Results of a social validity questionnaire indicated teachers preferred videoconference feedback over email feedback in terms of acceptance and effectiveness, but they considered email feedback superior in terms of efficiency.
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9983776889402771
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