Date of Award
Doctor of Philosophy (PhD)
Jospeh C. Witt
This study examined the relative effectiveness of traditional consultation, with and without performance feedback, on treatment integrity. Six teachers employed in a residential treatment community were responsible for treatment implementation. Treatment integrity was defined as the percentage of 2 min intervals during which contingent teacher attention for student on-task behavior was directly observed. Teacher and child behavior were monitored across baseline, traditional consultation, and consultation with performance feedback conditions in a multiple baseline design. In only one of six cases did mean levels of contingent teacher attention, following a Problem Identification Interview and Problem Analysis Interview (Bergan, 1977), exceed 35%. For the remaining cases, the addition of a performance feedback package increased levels of treatment integrity, with mean levels ranging from 42% to 77%. In two of the six cases, increases in treatment integrity were associated with increases in student on-task behavior.
Jones, Kevin Michael, "The Effects of Performance Feedback on Treatment Integrity in School-Based Consultation." (1996). LSU Historical Dissertations and Theses. 6345.