| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000433110 |
| 005 | | 20200225112311 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781085778732 |
| 035 | |
▼a (MiAaPQ)AAI13814759 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 362 |
| 100 | 1 |
▼a Zhu, Jing. |
| 245 | 10 |
▼a A Comparison of Two Types of Remote Performance Feedback on Treatment Integrity. |
| 260 | |
▼a [S.l.]:
▼b The University of Iowa.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 153 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: B. |
| 500 | |
▼a Advisor: Bruhn, Allison. |
| 502 | 1 |
▼a Thesis (Ph.D.)--The University of Iowa, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a Treatment integrity has a direct impact on early intensive behavioral intervention (EIBI) outcomes for children with autism. Research suggests that providing feedback can improve treatment integrity in EIBI. The purpose of this study was to compare the effects of two remote feedback methods, videoconference feedback and email feedback, on treatment integrity. Participants included six teachers who were providing EIBI to children with autism in China. Using a single-case alternating treatment design, each feedback method was associated with a specific teaching procedure, either discrete trial training or incidental teaching. The teachers implemented the two teaching procedures daily but only received feedback during intervention. Results showed that videoconference feedback produced faster mastery of the teaching procedures and better treatment integrity sustainability after the intervention was removed than email feedback. Treatment integrity deterioration was observed during maintenance and follow up. Results of generalization were mixed. In social validity evaluations, teachers expressed preference of videoconference feedback over email feedback in terms of acceptance and effectiveness of the intervention, but they considered email feedback a more efficient use of their time. |
| 590 | |
▼a School code: 0096. |
| 650 | 4 |
▼a Special education. |
| 650 | 4 |
▼a Educational evaluation. |
| 650 | 4 |
▼a Teacher education. |
| 650 | 4 |
▼a Clinical psychology. |
| 650 | 4 |
▼a Educational technology. |
| 650 | 4 |
▼a Behavioral psychology. |
| 650 | 4 |
▼a Disability studies. |
| 690 | |
▼a 0529 |
| 690 | |
▼a 0384 |
| 690 | |
▼a 0530 |
| 690 | |
▼a 0443 |
| 690 | |
▼a 0201 |
| 690 | |
▼a 0710 |
| 690 | |
▼a 0622 |
| 710 | 20 |
▼a The University of Iowa.
▼b Teaching & Learning. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04B. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0096 |
| 791 | |
▼a Ph.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15490805
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1816162 |
| 991 | |
▼a E-BOOK |