Assessment and remediation of procedural integrity errors on task analyses

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2021

First Committee Member

Karsina, Allen

Second Committee Member

Thompson, Rachel

Third Committee Member

Henley, Amy

Abstract

"Implementing teaching programs with poor procedural integrity can result in slower skill acquisition (Carroll et al., 2013; Donnelly & Karsten, 2017). We observed three teachers at a school for individuals with developmental disabilities conducting task analyses with two participants to identify the most frequent errors made by the teachers. We then evaluated the impact of the errors on the participants’ acquisition of the steps of building Tangram® structures. Both participants were adolescent males diagnosed with Autism Spectrum Disorder (ASD). Each participant was taught to build two 7-step structures using task analyses; one structure was taught with high procedural integrity (i.e., no programmed errors) and the second structure was taught using low procedural integrity (i.e., three of the most frequent teaching errors were performed at every opportunity). One participant learned more efficiently with high integrity teaching whereas the second participant did not. For one participant, two more structures were taught – one with no programmed errors and the second with only one of the most frequent errors committed at every opportunity. The participant learned to build both structures independently, but the structure that was taught with no programmed errors was acquired with notably fewer training sessions."

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