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ERIC Number: EJ1188215
Record Type: Journal
Publication Date: 2018-Sep
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Direct Training to Increase Agreement between Teachers' and Observers' Treatment Integrity Ratings
Fallon, Lindsay M.; Sanetti, Lisa M. H.; Chafouleas, Sandra M.; Faggella-Luby, Michael N.; Briesch, Amy M.
Assessment for Effective Intervention, v43 n4 p196-211 Sep 2018
To evaluate students' responsiveness to an intervention, both student outcome and implementer treatment integrity data are needed. Teachers are often asked to self-report treatment integrity data. However, when self-report responses are compared with those from a direct observer, it is apparent that teachers commonly overestimate the extent to which an intervention was implemented as planned. As such, more research related to teacher self-report to assess treatment integrity is needed. The objective of this preliminary single-case multiple-baseline design study was to improve interrater agreement between observers' and teachers' self-report ratings of treatment integrity by providing teachers with comprehensive, direct training (including an intervention description, modeling, practice, and feedback). Results indicate that after this training, agreement between observers' and teachers' ratings of treatment integrity improved.
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 Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A