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You searched for subject:(Errors of commission). Showing records 1 – 2 of 2 total matches.

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Georgia State University

1. De Fazio, Carina M. Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.

Degree: PhD, Educational Psychology and Special Education, 2017, Georgia State University

The extent to which interventions are implemented as intended is called treatment integrity (TI). Given that it is unreasonable to expect 100% TI in applied settings, a through understand of TI is essential to appropriately train teachers. This understanding must include the types of TI errors that may be committed and how these effect student learning. It is essential to study TI errors because of the real-world implications for students, including eligibility decisions for special education services, which are based upon students’ responses to inventions. It is not possible to make educational decisions on intervention effectiveness unless it is clear that evidence-based practices have been implemented accurately. If TI is low, it is impossible to determine which services and interventions a student requires. Further, measuring the fidelity with which interventions are applied allows for a more thorough and accurate understanding of which components of an intervention are effective, necessary, and feasible. A broader understanding of which TI errors are most significant, as well as measuring the necessary levels of TI, will lead to more accurate information about how to implement evidence-based practices. The purpose of this study is to gain a more nuanced understanding of TI failures in the form of errors of commission and the role commission errors have on participant responsiveness (Power, 2005). This study extends the results of DiGennaro Reed et al. (2011) by including an intermediate (80%) level of TI which may more accurately represent an attainable level of TI in applied settings. For two of four students, more errors of commission were related to lower skill acquisition. For the other two students, idiosyncratic patterns of responding emerged. Advisors/Committee Members: Paul Alberto, Laura Fredrick, Nicole Patton-Terry, Lauren Boden.

Subjects/Keywords: Treatment integrity; Fidelity; Errors of commission

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

De Fazio, C. M. (2017). Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/111

Chicago Manual of Style (16th Edition):

De Fazio, Carina M. “Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.” 2017. Doctoral Dissertation, Georgia State University. Accessed October 20, 2019. https://scholarworks.gsu.edu/epse_diss/111.

MLA Handbook (7th Edition):

De Fazio, Carina M. “Effects of Errors of Commission on Student Performance During Discrete Trial Tasks.” 2017. Web. 20 Oct 2019.

Vancouver:

De Fazio CM. Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. [Internet] [Doctoral dissertation]. Georgia State University; 2017. [cited 2019 Oct 20]. Available from: https://scholarworks.gsu.edu/epse_diss/111.

Council of Science Editors:

De Fazio CM. Effects of Errors of Commission on Student Performance During Discrete Trial Tasks. [Doctoral Dissertation]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/epse_diss/111


University of Wisconsin – Milwaukee

2. Bergmann, Samantha CJ. Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students.

Degree: PhD, Psychology, 2018, University of Wisconsin – Milwaukee

Treatment integrity is the extent to which components of an intervention are implemented as intended (Gresham, 1989). Recent behavior-analytic literature has begun to evaluate the effects of impaired treatment integrity on efficacy and efficiency of skill-acquisition interventions. We extended current literature on the effects of errors of omission and commission of reinforcement on the acquisition of conditional discriminations. We used a translational research model to replicate and extend Hirst and DiGennaro Reed (2015) to investigate the effects of impaired treatment integrity with undergraduate students. We compared the efficacy and efficiency of instruction implemented with varying degrees of integrity in a parametric analysis using a randomized-control group design. We used a computer program, which erred on 0% to 50% of trials, to approximate procedures used to teach conditional discriminations in behavior analytic skill-acquisition interventions. The purpose was to identify a level of error at which most participants could still acquire the task. Greater than 80% of participants assigned to integrity levels at or above 85% acquired the skill; therefore, errors of reinforcement occurring on 15% or fewer trials did not hinder or slow acquisition for most participants. These results could inform future research with children diagnosed with autism spectrum disorder. Advisors/Committee Members: Tiffany M Kodak.

Subjects/Keywords: applied behavior analysis; efficacy; efficiency; errors of commission; errors of omission; treatment integrity; Applied Behavior Analysis; Other Psychology; Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bergmann, S. C. (2018). Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1749

Chicago Manual of Style (16th Edition):

Bergmann, Samantha CJ. “Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students.” 2018. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed October 20, 2019. https://dc.uwm.edu/etd/1749.

MLA Handbook (7th Edition):

Bergmann, Samantha CJ. “Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students.” 2018. Web. 20 Oct 2019.

Vancouver:

Bergmann SC. Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2018. [cited 2019 Oct 20]. Available from: https://dc.uwm.edu/etd/1749.

Council of Science Editors:

Bergmann SC. Establishing Quality Standards for Applied Behavior Analytic Skill- Acquisition Interventions: a Translational Model with Undergraduate Students. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2018. Available from: https://dc.uwm.edu/etd/1749

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