Effects of Verbal and Graphed Feedback on Treatment Integrity

Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction...

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Bibliographic Details
Published inJournal of applied school psychology Vol. 29; no. 4; pp. 328 - 349
Main Authors Zoder-Martell, Kimberly, Dufrene, Brad, Sterling, Heather, Tingstrom, Daniel, Blaze, John, Duncan, Neelima, Harpole, Lauren
Format Journal Article
LanguageEnglish
Published Taylor & Francis Group 01.10.2013
Routledge
Subjects
Clinical outcomes
Conjunction
Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Elementary School Students
Elementary School Teachers
Feedback
Feedback (Response)
Fidelity
graphed feedback
Graphs
Integrity
Intervention
Intervention Rating Profile
performance feedback
Program Implementation
Reading Achievement
Reading Difficulties
Reading Instruction
reading interventions
School Psychology
treatment integrity
United States (South)
Verbal Communication
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Summary:Treatment integrity is the degree to which an intervention is implemented as designed and is critical for concluding whether the intervention is responsible for treatment outcomes. This study aimed to add to the integrity literature by examining graphed performance feedback alone and in conjunction with verbal performance feedback for increasing teacher integrity. Participants in this study included four student-teacher dyads. The authors used an A/B/BC/B design with counterbalancing across participants to assess the effects of graphed feedback alone and combined with verbal feedback on teacher treatment integrity. Results indicated that graphed feedback with a verbal component resulted in slightly higher levels of integrity than the graphed phase, but the differences were negligible. Limitations and future research directions are discussed.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:1537-7903
1537-7911
DOI:10.1080/15377903.2013.836776