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| The Challenges of Running Behavior Plans: Can't We All Just Do What's Written? |
| Monday, May 31, 2010 |
| 10:30 AM–11:50 AM |
| 203AB (CC) |
| Area: AUT/DDA; Domain: Applied Behavior Analysis |
| Chair: Shawn E. Kenyon (New England Center for Children) |
| Discussant: Ronnie Detrich (Wing Institute) |
| CE Instructor: Marcie Desrochers, Ph.D. |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). This symposium includes three papers evaluating training components for increasing procedural integrity of behavior management plans. The first paper discusses the use of video and self-scoring as a tool to increase procedural integrity of behavior program implementation. The second paper discusses the delivery of feedback in a group format for increasing procedural integrity with program implementation. The third paper presents data on the effects of quizzes and individual feedback for increasing procedural integrity with behavior program implementation. The three papers together offer a variety of interventions that were effective in increasing levels of procedure integrity of behavior plans implementation. |
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| The Effects of Procedural Integrity Data Collection on the Implementation of a Behavior Program |
| KYLIE ROBERTS (New England Center for Children), Jonathan Seaver (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: The level of procedural integrity (the systematic implementation of an independent variable as written and defined) can influence the outcomes of a behavioral intervention and/or skill acquisition (Wilder, D.A., Atwell, J., & Wine, B. 2006). Modeling, in-service training, written instruction, performance feedback, and role playing have all been used to improve procedural integrity. However, these options are time consuming and require a skilled trainer to implement. The purpose of the current study is to evaluate the effects of an intervention on procedural integrity. Participants were video recorded running a behavior intervention plan in the classroom. These participants were then given the video and a data sheet and told to score themselves on the video. Follow up observations on plan implementation were then conducted. |
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| Increasing Procedural Integrity of Behavior Management Programs Through Group Feedback |
| JESSICA J. ALVERSON (The New England Center for Children), Sorrel Ryan (The New England Center for Children) |
| Abstract: Procedural integrity is important to insure effective programming for students with autism. It is difficult to evaluate the effectiveness of a behavior program if it is not implemented as written. As such, high procedural integrity is important for overall student progress. Studies have looked at increasing procedural integrity using different methods including verbal, written, visual and video. The current study attempted to increase the procedural integrity aggregated across a team of 15 teachers for 2-3 students. During observations, a checklist of student and teacher behavior was used to measure correct implementation of behavior program guidelines. Brief and immediate feedback was only given if the program was implemented incorrectly. During intervention integrity data was presented in a group format and specific feedback on incorrect implementation of behavior program guidelines was delivered. |
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| Evaluating the Effects of Quizzes and Feedback on Procedural Integrity |
| COLLEEN O'GRADY (The New England Center for Children), Shawn E. Kenyon (New England Center for Children) |
| Abstract: Brackett, Reid, and Green (2007) examined effects of reactivity to observations conducted inconspicuously on staff performance. Results showed staff did not complete acquired steps during the observations. DiGennaro (2007) examined the extent to which treatment integrity in teachers was affected by performance feedback. Results showed that treatment integrity increased to high levels after feedback was admitted. Parsons, MB and Reid (1995) showed that feedback training for supervisors improved their teaching skills. The purpose of the current study was to evaluate the effects of quizzes and feedback on procedural integrity of teachers implementing a behavior program for a student with a primary diagnosis of autism. Three participants were observed in a classroom setting implementing a behavior program. A quiz was then given to each of the participants after which a short discussion occurred, covering incirrect responses on the quiz. Follow up observations were then conducted to test the effect of the quiz behavior plan implementation. |
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