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An evaluation of common treatment integrity errors based on level of experience and their relationship to knowledge of applied behavior analysis

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TitleInfo
Title
An evaluation of common treatment integrity errors based on level of experience and their relationship to knowledge of applied behavior analysis
Name (type = personal)
NamePart (type = family)
Dashow
NamePart (type = given)
Erica M.
NamePart (type = date)
1989-
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Erica M. Dashow
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Wilson
NamePart (type = given)
G. Terence
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G. Terence Wilson
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
School of Graduate Studies
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (encoding = w3cdtf); (keyDate = yes); (qualifier = exact)
2019
DateOther (encoding = w3cdtf); (qualifier = exact); (type = degree)
2019-10
CopyrightDate (encoding = w3cdtf); (qualifier = exact)
2019
Language
LanguageTerm (authority = ISO 639-3:2007); (type = code)
English
Abstract (type = abstract)
Treatment integrity (TI) refers to the extent to which the independent variable (e.g. treatment) has been implemented as intended and is concerned with both the accuracy and consistency of implementation. Without high TI, obtained results are ambiguous and not easily interpretable, and low integrity may result in poor outcomes for students. The existing literature suggests that teachers often fail to implement interventions with high integrity despite having received intensive training. However, it is unclear whether level of experience plays a role in the amount and types of TI errors made. The present study examined a) whether the types and number of TI errors differ depending on staffÂ’s level of experience, b) whether errors in specific components (e.g. reinforcement or prompting) are related to a lack of understanding of those components, and c) whether the number of errors made on a TI quiz are related to level of experience. Forty-two expert staff and 28 novice staff working at a university-based school specializing in applied behavior analysis for individuals with autism spectrum disorder participated in the study. Each participant was observed during a discrete trial instruction (DTI) session with a student and their TI on several components was coded. Participants then completed a brief quiz containing procedural and theoretical questions related to each TI component as well as a survey about their level of experience. The results of the current study indicated that there was no significant difference in the number of TI errors made between groups; however, novice staff made a significantly greater number of errors on implementing controlling prompts than experienced staff. Individuals who made a greater number of TI errors also tended to make a greater number of errors on the quiz, but there were no significant correlations between individual quiz and TI components. Finally, results indicated that the novice group made significantly more errors on both procedural and theoretical quiz questions when compared to the experienced group. Implications for training staff are discussed.
Subject (authority = RUETD)
Topic
Psychology
Subject (authority = local)
Topic
Applied behavior analysis
Subject (authority = LCSH)
Topic
Behavioral assessment
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
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ETD_9588
PhysicalDescription
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application/pdf
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text/xml
Extent
1 online resource (vii, 54 pages)
Note (type = degree)
Ph.D.
Note (type = bibliography)
Includes bibliographical references
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TitleInfo
Title
School of Graduate Studies Electronic Theses and Dissertations
Identifier (type = local)
rucore10001600001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/t3-qgfh-hg10
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Dashow
GivenName
Erica
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2019-03-13 12:07:51
AssociatedEntity
Name
Erica Dashow
Role
Copyright holder
Affiliation
Rutgers University. School of Graduate Studies
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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2019-03-13T23:34:09
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2019-03-13T23:34:09
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