An evaluation of programmed treatment-integrity errors during discrete-trial instruction

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Abstract

This study evaluated the effects of programmed treatment-integrity errors on skill acquisition for children with an autism spectrum disorder (ASD) during discrete-trial instruction (DTI). In Study 1, we identified common treatment-integrity errors that occur during academic instruction in schools. In Study 2, we simultaneously manipulated 3 integrity errors during DTI. In Study 3, we evaluated the effects of each of the 3 integrity errors separately on skill acquisition during DTI. Results showed that participants either demonstrated slower skill acquisition or did not acquire the target skills when instruction included treatment-integrity errors.

Original languageEnglish (US)
Pages (from-to)379-394
Number of pages16
JournalJournal of applied behavior analysis
Volume46
Issue number2
DOIs
Publication statusPublished - Jun 1 2013

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Keywords

  • discrete-trial instruction
  • early intervention
  • skill acquisition
  • treatment integrity

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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