1
Behavioral Assessment
Student's Name
Institution Affiliation
Professor's Name
Course
Date Submitted
, 2
Behavioral Assessment
Treatment Integrity and Social Validity
Codding, R., Feinberg, A., Dunn, E., & Pace, G. (2005). Effects of Immediate
Performance Feedback on Implementation of Behavior Support Plans.
Journal of Applied Behavior Analysis, 38(2), 205-219.
The results for improvements in treatment integrity
Results suggest that performance feedback increases the antecedent component's
treatment integrity for 5 and 4 teachers and consequence components for all five teachers.
After feedback, the same results were maintained for all teachers across consequence and
antecedent components. Teachers gave positive feedback on performance in areas such as
for purposes, outcomes, and procedures as shown on the social validity measure. Codding
et al. (2005) point out that the results indicate that performance feedback is an acceptable
and effective intervention for increasing treatment integrity, especially when special
education teachers administer the consequence and antecedent components within the
context of an ongoing behavior support process.
The implementation of specific consequence components
Codding et al. (2005) propose that future studies have to look into each behavior
component's assessment. Such as finding out whether treatment integrity helps increase
due to the teacher’s role in planning for intervention, performance feedback, contingent
reinforcement or training, or combining all these components. The studies can also assess
if the treatment integrity results from a motivational deficit or lack of skills.
Behavioral Assessment
Student's Name
Institution Affiliation
Professor's Name
Course
Date Submitted
, 2
Behavioral Assessment
Treatment Integrity and Social Validity
Codding, R., Feinberg, A., Dunn, E., & Pace, G. (2005). Effects of Immediate
Performance Feedback on Implementation of Behavior Support Plans.
Journal of Applied Behavior Analysis, 38(2), 205-219.
The results for improvements in treatment integrity
Results suggest that performance feedback increases the antecedent component's
treatment integrity for 5 and 4 teachers and consequence components for all five teachers.
After feedback, the same results were maintained for all teachers across consequence and
antecedent components. Teachers gave positive feedback on performance in areas such as
for purposes, outcomes, and procedures as shown on the social validity measure. Codding
et al. (2005) point out that the results indicate that performance feedback is an acceptable
and effective intervention for increasing treatment integrity, especially when special
education teachers administer the consequence and antecedent components within the
context of an ongoing behavior support process.
The implementation of specific consequence components
Codding et al. (2005) propose that future studies have to look into each behavior
component's assessment. Such as finding out whether treatment integrity helps increase
due to the teacher’s role in planning for intervention, performance feedback, contingent
reinforcement or training, or combining all these components. The studies can also assess
if the treatment integrity results from a motivational deficit or lack of skills.
