Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China

Autor/inn/en	Zhu, Jing; Hua, Youjia; Yuan, Chengan
Titel	Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China
Quelle	In: Journal of Behavioral Education, 29 (2020) 2, S.339-353 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09380-8
Schlagwörter	Feedback (Response); Early Intervention; Behavior Modification; Autism; Pervasive Developmental Disorders; Foreign Countries; Asynchronous Communication; Children; China + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Autismus; Ausland; Child; Kind; Kinder
Abstract	In order to ensure the effects of early intensive behavioral interventions for children with autism, performance feedback is often used to improve procedural integrity. However, in areas where access to professionals is limited, onsite feedback may not be feasible. Researchers suggest that providing remote feedback may improve procedural integrity, but they often examined feedback along with other components. Thus, the purpose of this study is to investigate the effects of remote feedback alone on improving procedural integrity of discrete trial teaching (DTT) and incidental teaching (IT) of three interventionists in China. The interventionists received delayed remote feedback on either DTT or IT via video communication. Using an alternating treatment design, we directly compared the procedural integrity under the two conditions: with and without delayed remote feedback. Results showed that all interventionists improved procedural integrity only after feedback was introduced, suggesting that delayed remote feedback alone was effective in improving procedural integrity. The discussion addresses the practical and research implications of the findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01