In schools, didactic training is a common method for promoting intervention fidelity. Despite its prevalence, however, a number of literature reviews suggest that didactic training alone is not an effective way to promote intervention fidelity. Training seems to be more effective when coupled with daily or weekly performance feedback in applied settings. However, given the level of resources in typical public schools, this amount of performance feedback for all teachers and paraprofessionals may not be feasible. Therefore, there is a need to explore additional means of promoting intervention fidelity. The current study examines the effects of fluency training on intervention fidelity by paraprofessionals in an applied setting. Results suggest that systematic fluency training can improve intervention fidelity, even when the interventions are complex and are being conducted by paraprofessionals with limited formal education. The study's findings also suggest that ongoing monitoring of implementation fidelity is necessary, because maintenance of these effects is idiosyncratic.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-1572 |
| Date | 01 May 2010 |
| Creators | Magnusson, Renee |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
Page generated in 0.002 seconds