Abstract
This study examined the impact of three levels of treatment integrity on students' responding on mathematics tasks. Instruction was provided separately for addition and subtraction to six second-grade students who were referred due to poor performance with these operations. The treatment consisted of a computer delivered delayed prompt to use a counting strategy to solve problems, accuracy feedback, and intermittent presentation of animated praise sequences. Instruction was presented via computerized instruction to assure precise delivery of the varying levels of treatment integrity. The study examined the delivery of prompts for all, two-thirds, and one-third of instructional trials. Continuous delivery of instructional prompts was the most effective treatment or one of the most effective treatments for all participants. Lesser levels of prompt implementation were associated with poorer outcomes for the majority of the students. The implications of these findings for continuing research regarding the impact of reduced treatment integrity on student outcomes are discussed.
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Noell, G.H., Gresham, F.M. & Gansle, K.A. Does Treatment Integrity Matter? A Preliminary Investigation of Instructional Implementation and Mathematics Performance. Journal of Behavioral Education 11, 51–67 (2002). https://doi.org/10.1023/A:1014385321849
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DOI: https://doi.org/10.1023/A:1014385321849