A treatment integrity analysis of function-based intervention

Brenna K. Wood, John Umbreit, Carl J. Liaupsin, Frank M. Gresham

Research output: Contribution to journalArticle

32 Citations (Scopus)

Abstract

This study examined whether direct, interval-by-interval measures of treatment integrity would make it possible to distinguish whether equivocal intervention results could be attributed to the intervention itself, or to poor implementation. Josh, an eight-year-old 3 rd grader, performed at or slightly above his peers' academically, yet engaged in problem behaviors (yelling, throwing objects, slamming his desk into a peer's desk) on a daily basis. A functional behavioral assessment (FBA) identified these behaviors were maintained by gaining attention (positive reinforcement) and escaping from certain assignments (negative reinforcement). A function-based intervention was then developed, tested, and implemented during ongoing activities in the classroom. On-task behavior occurred throughout more than 91% of the intervals when the intervention was implemented correctly, compared to only 9% when it was implemented incorrectly. Positive treatment acceptability ratings were obtained from both Josh and his teacher, even though she continued to implement inconsistently throughout the study. Implications for both research and practice are presented.

Original languageEnglish (US)
Pages (from-to)105-120
Number of pages16
JournalEducation and Treatment of Children
Volume30
Issue number4
StatePublished - Nov 2007

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integrity
reinforcement
Research
rating
classroom
Reinforcement (Psychology)
teacher
Problem Behavior

ASJC Scopus subject areas

  • Education

Cite this

A treatment integrity analysis of function-based intervention. / Wood, Brenna K.; Umbreit, John; Liaupsin, Carl J.; Gresham, Frank M.

In: Education and Treatment of Children, Vol. 30, No. 4, 11.2007, p. 105-120.

Research output: Contribution to journalArticle

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