Beneficial consumer outcomes are most likely when behavior-analytic interventions are implemented with high procedural fidelity (i.e., degree to which the procedure is implemented as intended). Video self-monitoring, which involves teaching staff members to monitor their own procedural fidelity when watching recordings of themselves, can be used to improve and maintain high procedural fidelity, but video self-monitoring requires additional staff time and resources. In-vivo self-monitoring, which involves monitoring procedural fidelity during or immediately following implementing a behavior-analytic intervention, could be a cost-effective option. However, in-vivo self-monitoring needs additional research to understand its effects on procedural fidelity. This current study analyzed the effects of in-vivo self-monitoring on the procedural fidelity of three behavior technicians implementing discrete trial instruction with children with autism. We used a nonconcurrent multiple baseline across participants design to teach participants how to score their procedural fidelity during their discrete trial instruction session. Data suggested that in-vivo self-monitoring was effective for two out of three participants, and those two participants were more likely to be accurate in their self-scored procedural fidelity. Procedural fidelity for the third participant did not increase with in-vivo or video self-monitoring, and the third participant was less likely to be accurate in their self-scored procedural fidelity. During baseline and intervention, two out of three participants were more likely to error on the consequence portion of discrete trial instruction. Results of this evaluation were used to inform the supervisors about the efficacy of self-monitoring for each staff member, and implications of using self-monitoring in practice is discussed.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2179302 |
| Date | 07 1900 |
| Creators | Lai, Rachel Nicole |
| Contributors | Bergmann, Samantha, Dracobly, Joseph, Rader, Karen |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Lai, Rachel Nicole, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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