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...
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| Published in: | Focus on autism and other developmental disabilities Vol. 23; no. 2; pp. 95 - 102 |
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| Format: | Journal Article |
| Language: | English |
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01-06-2008
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| Abstract | 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. |
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| AbstractList | 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. 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. (Contains 2 figures and 1 table.) 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. [PUBLICATION ABSTRACT] |
| Author | Fritts, Kevin M. Belfiore, Phillip J. Herman, Brian C. |
| Author_xml | – sequence: 1 givenname: Phillip J. surname: Belfiore fullname: Belfiore, Phillip J. email: pbelfiore@mercyhurst.edu organization: Mercyhurst College – sequence: 2 givenname: Kevin M. surname: Fritts fullname: Fritts, Kevin M. organization: Dr. Gertrude A. Barber National Institute – sequence: 3 givenname: Brian C. surname: Herman fullname: Herman, Brian C. organization: Dr. Gertrude A. Barber National Institute |
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| References | Leblanc, M., Ricciardi, J.N., Luiselli, J.K. 2005; 28 Lerman, D.C., Vorndran, C.M., Addison, L., Kuhn, S.C. 2004; 33 Laties, V.G., Mace, F.C. 1993; 26 Smith, T. 2001; 16 Iwata, B.A., Wallace, M.D., Kahng, S., Lindberg, J.S., Roscoe, E.M., Conners, J. 2000; 33 McBride, B.J., Schwartz, I.S. 2003; 23 Lavie, T., Sturmey, P. 2002; 35 Koegel, R.L., Dunlap, G., Dyer, K. 1980; 13 Cautilli, J., Rosenwasser, B., Clarke, K. 2000; 1 Schriebman, L. 2000; 30 Neef, N. 1995; 28 Ferraioli, S., Hughes, C., Smith, T. 2005; 2 Jacobson, J.W. 2000; 23 Sarakoff, R.A., Sturmey, P. 2004; 37 Odom, S.L., Brown, W.H., Frey, T., Karasu, N., Smith-Canter, L.L., Strain, P.S. 2003; 18 Schoen, A.A. 2003; 30 Peterson, L., Homer, A.L., Wonderlich, S.A. 1982; 15 Scheuermann, B., Webber, J., Boutot, A.E., Goodwin, M. 2003; 18 Green, G. (atypb5) 1996 atypb9 atypb8 Schoen, A.A. (atypb21) 2003; 30 Leblanc, M. (atypb11) 2005; 28 National Research Council. (atypb15) 2001 atypb16 atypb17 atypb18 atypb22 atypb12 atypb23 atypb14 atypb3 Sarakoff, R.A. (atypb19) 2004; 37 atypb20 atypb2 atypb10 Lovaas, I. (atypb13) 2003 atypb4 atypb7 Barlow, D.H. (atypb1) 1984 atypb6 |
| References_xml | – volume: 16 start-page: 86 year: 2001 end-page: 92 article-title: Discrete trial training in the treatment of autism publication-title: Focus on Autism and Other Developmental Disabilities contributor: fullname: Smith, T. – volume: 28 start-page: 297 year: 1995 end-page: 299 article-title: Research on training trainers in program implementation: An introduction and future directions publication-title: Journal of Applied Behavior Analysis contributor: fullname: Neef, N. – volume: 28 start-page: 76 year: 2005 end-page: 82 article-title: Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention publication-title: Education and Treatment of Children contributor: fullname: Luiselli, J.K. – volume: 33 start-page: 510 year: 2004 end-page: 526 article-title: Preparing teachers in evidence-based practices for young children with autism publication-title: School Psychology Review contributor: fullname: Kuhn, S.C. – volume: 37 start-page: 353 year: 2004 end-page: 358 article-title: The effects of behavioral skills training on staff implementation of discrete-trial teaching publication-title: Journal of Applied Behavior Analysis contributor: fullname: Sturmey, P. – volume: 35 start-page: 209 year: 2002 end-page: 211 article-title: Training staff to conduct a paired-stimulus preference assessment publication-title: Journal of Applied Behavior Analysis contributor: fullname: Sturmey, P. – volume: 23 start-page: 5 year: 2003 end-page: 18 article-title: Effects of teaching early interventionists to use discrete trials during ongoing classroom activities publication-title: Topics in Early Childhood Special Education contributor: fullname: Schwartz, I.S. – volume: 18 start-page: 197 year: 2003 end-page: 206 article-title: Problems with personnel preparation in autism spectrum disorder publication-title: Focus on Autism and Other Developmental Disabilities contributor: fullname: Goodwin, M. – volume: 30 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ident: atypb9 doi: 10.1901/jaba.1993.26-513 – ident: atypb3 doi: 10.1037/h0099870 – ident: atypb8 doi: 10.1901/jaba.1980.13-91 – ident: atypb6 doi: 10.1901/jaba.2000.33-181 – ident: atypb7 doi: 10.1007/BF03392008 – ident: atypb17 doi: 10.1177/10883576030180030401 |
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| SubjectTerms | 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 |
| Subtitle | Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) |
| Title | The Role of Procedural Integrity |
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