Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

EJ980676 - Does Treatment Integrity Matter in Promoting Learning among Children with Developmental Disabilities?

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text | More Info:
Help Find in a Library | Publisher's website

Related Items: Show Related Items

Click on any of the links below to perform a new search
ERIC #:	EJ980676
Title:	Does Treatment Integrity Matter in Promoting Learning among Children with Developmental Disabilities?
Authors:	Odluyurt, Serhat; Tekin-Iftar, Elif; Adalioglu, Iclal
Descriptors:	Instructional Effectiveness; Autism; Developmental Disabilities; Mental Retardation; Preschool Children; Integrity; Prompting; Comparative Analysis; Fidelity; Teaching Methods; Behavior Modification; Foreign Countries; Generalization; Maintenance
Source:	Topics in Early Childhood Special Education, v32 n3 p143-150 Nov 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Date:	2012-11-00
Pages:	8
Pub Types:	Journal Articles; Reports - Research
Abstract:	The purpose of this study was to compare the effects of simultaneous prompting instruction with high and low treatment integrity on the learning of children with developmental disabilities. Low treatment integrity was defined as not delivering a controlling prompt during 30% of the teaching trials. Three preschool children with autism and intellectual disabilities were taught to identify objects and professions in the study. An adapted alternating treatments design was used to compare the effectiveness and efficiency of simultaneous prompting instruction conducted with high versus low treatment integrity. The results showed that both conditions were effective in promoting learning. However, consistent data were not obtained for efficiency measures across children. The results, implications, and future research are discussed. (Contains 2 tables and 3 figures.)
Abstractor:	As Provided
Reference Count:	32

Note:	N/A
Identifiers:	Turkey
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0271-1214
Audiences:	N/A
Languages:	English
Education Level:	Preschool Education
Direct Link:	http://dx.doi.org/10.1177/0271121410394208

Back to Search Results