AN EVALUATION OF PROGRAMMED TREATMENT-INTEGRITY ERRORS DURING DISCRETE-TRIAL INSTRUCTION

被引：82

作者：

Carroll, Regina A. ^{[1
]}

Kodak, Tiffany ^{[2
]}

Fisher, Wayne W. ^{[3
]}

机构：

[1] W Virginia Univ, Morgantown, WV 26506 USA

[2] Univ Oregon, Eugene, OR 97403 USA

[3] Univ Nebraska Med Ctr, Munroe Meyer Inst, Omaha, NE USA

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2013年 / 46卷 / 02期

关键词：

discrete-trial instruction; early intervention; skill acquisition; treatment integrity; AUTISTIC-CHILDREN; BEHAVIOR; TEACHERS;

D O I：

10.1002/jaba.49

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study evaluated the effects of programmed treatment-integrity errors on skill acquisition for children with an autism spectrum disorder (ASD) during discrete-trial instruction (DTI). In Study 1, we identified common treatment-integrity errors that occur during academic instruction in schools. In Study 2, we simultaneously manipulated 3 integrity errors during DTI. In Study 3, we evaluated the effects of each of the 3 integrity errors separately on skill acquisition during DTI. Results showed that participants either demonstrated slower skill acquisition or did not acquire the target skills when instruction included treatment-integrity errors.

引用

页码：379 / 394

页数：16

共 17 条

[1]

Anderson S.R., 1996, BEHAV INTERVENTION Y, P181

[2] A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms [J].