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ERIC Number: ED551242
Record Type: Non-Journal
Publication Date: 2012
Pages: 132
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2677-5449-3
Treatment Fidelity: Special Educators' Perceptions of Measures Used to Monitor the Implementation of Behavior Intervention Plans
Thorne, Jennifer
ProQuest LLC, Ph.D. Dissertation, Capella University
The Individuals with Disabilities Education Improvement Act of 2004 requires empirically based interventions to be used when treating chronic problem behaviors. The fundamental part of behavior modification is the ability to demonstrate that behavior change occurred due to the intervention. This can only be accomplished when the intervention is carried out as it was designed. The purpose of this study was to investigate elementary special education teachers' perceptions about the measures used to monitor the accuracy and consistency in which treatment interventions are implemented. Previous research has found that treatment integrity is not often assessed in the classroom, but few studies have examined the specific barriers that have led to this problem. Ten participants from three elementary schools, from a metropolitan area, participated in the study. Qualitative methods were used to gather information on the participants' perspectives using one-on-one interviews. The data collection instrument consisted of 11 open-ended questions and was validated by a panel of experts. Descriptive statistics and thematic coding were used to analyze the data. Results of the study indicated little to no measures are in place to monitor the degree to which interventions are implemented with accuracy, primarily due to lack of proper training and support. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004