The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI)

The Role of Procedural Integrity Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI)

The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of dis...

Full description

Saved in:
Bibliographic Details
Published in:Focus on autism and other developmental disabilities Vol. 23; no. 2; pp. 95 - 102
Main Authors: Belfiore, Phillip J., Fritts, Kevin M., Herman, Brian C.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01-06-2008
SAGE PUBLICATIONS, INC
Subjects:
Accuracy
Applied Behavior Analysis
Autism
Behavior
Behavior Patterns
Children
Children & youth
Educational Practices
Effectiveness
Feedback
Feedback (Response)
Integrity
Intertrial interval
Intervention
Latency
Peer tutoring
Professional development
Responses
School schedules
Scoring
Self
Self Evaluation (Individuals)
Staff Development
Student Reaction
Task analysis
Teaching Methods
Videotape Recordings
auditory processing
autism spectrum disorders
personnel preparation
autism
evidence-based practices
applied behavior analysis
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of discriminative stimulus, (b) wait time for student response, (c) response-specific feedback, (d) immediacy of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the five-step trial. Prior to intervention, staff were trained to criteria using videotapes of their teaching in scoring their DTI delivery. A multiple baseline design across staff was used to evaluate the effectiveness of SM. Results showed that video self-monitoring and self-evaluation increased the accuracy of DTI and, more specifically, the accuracy of managing the intertrial interval.
ISSN:1088-3576
1538-4829
DOI:10.1177/1088357607311445