The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) / Phil J. BELFIORE in Focus on Autism and Other Developmental Disabilities, 23-2 (June 2008)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.95-102 Titre : The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) Type de document : texte imprimé Auteurs : Phil J. BELFIORE, Auteur ; Kevin M. FRITTS, Auteur ; Brian C. HERMAN, Auteur Année de publication : 2008 Article en page(s) : p.95-102 Langues : Anglais (eng) Mots-clés : evidence-based-practices autism auditory-processing autism-spectrum-disorders applied-behavior-analysis personnel-preparation Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357607311445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452 [article] The Role of Procedural Integrity: Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI) [texte imprimé] / Phil J. BELFIORE, Auteur ; Kevin M. FRITTS, Auteur ; Brian C. HERMAN, Auteur . - 2008 . - p.95-102. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 23-2 (June 2008) . - p.95-102 Mots-clés : evidence-based-practices autism auditory-processing autism-spectrum-disorders applied-behavior-analysis personnel-preparation Index. décimale : PER Périodiques Résumé : 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. En ligne : http://dx.doi.org/10.1177/1088357607311445 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=452

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