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IMPROVING INTERVENTION INTEGRITY OF DIRECT‐SERVICE PRACTITIONERS THROUGH PERFORMANCE FEEDBACK AND PROBLEM SOLVING CONSULTATION
Author(s) -
Minor Lisa,
DuBard Melanie,
Luiselli James K.
Publication year - 2014
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1382
Subject(s) - praise , intervention (counseling) , psychology , multiple baseline design , plan (archaeology) , service (business) , positive behavior support , phase (matter) , baseline (sea) , medical education , applied psychology , process management , social psychology , medicine , psychiatry , engineering , chemistry , oceanography , economy , archaeology , organic chemistry , geology , economics , history
The purpose of this study was to improve intervention integrity of behavior support plan implementation by teachers at a specialized school. During the first phase of a multiple baseline design, performance feedback was given to the teachers during (correction) and immediately following (praise) classroom observations. In a second phase, the teachers received problem solving consultation that addressed behavior support plan misapplication and respective procedural modifications. Only one of the three teachers demonstrated improved intervention integrity with performance feedback, whereas problem solving consultation produced uniform improvement. We discuss these findings and implications for intervention integrity assessment and research. Copyright © 2014 John Wiley & Sons, Ltd.