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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Published in | Journal of applied school psychology Vol. 29; no. 4; pp. 328 - 349 |
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Main Authors | , , , , , , |
Format | Journal Article |
Language | English |
Published |
Taylor & Francis Group
01.10.2013
Routledge |
Subjects | |
Online Access | Get full text |
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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. |
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Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
ISSN: | 1537-7903 1537-7911 |
DOI: | 10.1080/15377903.2013.836776 |