Effects of Remote Performance Feedback on Procedural Integrity of Early Intensive Behavioral Intervention Programs in China

Jing Zhu, Youjia Hua, Chengan Yuan

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

In order to ensure the effects of early intensive behavioral interventions for children with autism, performance feedback is often used to improve procedural integrity. However, in areas where access to professionals is limited, onsite feedback may not be feasible. Researchers suggest that providing remote feedback may improve procedural integrity, but they often examined feedback along with other components. Thus, the purpose of this study is to investigate the effects of remote feedback alone on improving procedural integrity of discrete trial teaching (DTT) and incidental teaching (IT) of three interventionists in China. The interventionists received delayed remote feedback on either DTT or IT via video communication. Using an alternating treatment design, we directly compared the procedural integrity under the two conditions: with and without delayed remote feedback. Results showed that all interventionists improved procedural integrity only after feedback was introduced, suggesting that delayed remote feedback alone was effective in improving procedural integrity. The discussion addresses the practical and research implications of the findings.

Original languageEnglish (US)
Pages (from-to)339-353
Number of pages15
JournalJournal of Behavioral Education
Volume29
Issue number2
DOIs
StatePublished - Jun 1 2020

Keywords

  • Autism spectrum disorder
  • China
  • Early behavioral intervention
  • Procedural integrity
  • Remote performance feedback

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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