NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ980676
Record Type: Journal
Publication Date: 2012-Nov
Pages: 8
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-0271-1214
Does Treatment Integrity Matter in Promoting Learning among Children with Developmental Disabilities?
Odluyurt, Serhat; Tekin-Iftar, Elif; Adalioglu, Iclal
Topics in Early Childhood Special Education, v32 n3 p143-150 Nov 2012
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.)
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:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey