Ed.D. Dissertations

Date of Award

Fall 11-29-2017

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Heather Miller, Ph.D.

Content Specialist

Jillian Skelton, Ed.D.

Content Reader

Brian Roland, Ed.D.

Keywords

applied behavior analysis, functional behavior assessment, Accepting No protocol, Wait protocol, skill acquisition

Abstract

This action research study examined the experiences of professional and support staff at a suburban Philadelphia school district regarding the increased frequency of fidelity checks for behavior protocols. Based on interview data, all participants reported positive experiences throughout this action research study. All participants contributed to the two actions that took place during the action research study. These two actions comprised the implementation of biweekly team meetings and the development of Google Drive folders for students. The relationship between frequency of fidelity checks of behavior protocols and accuracy of intervention implementation was also examined. The data supported the notion: The more fidelity checks provided to staff, the more accurate their protocol implementation. The relationship between frequency of fidelity checks of behavior protocols and problem behavior showed that all three students decreased their problem behavior throughout the course of this study. The relationship between frequency of fidelity checks of behavior protocols and skill acquisition showed that all three students increased their overall skill acquisition. This action research study demonstrated significant benefits to the use of fidelity check. While further research may assess specific intervals at which these fidelity checks are needed for ongoing supervision, the results of this action research study are clear: Increased frequency of fidelity checks results in positive experiences for staff, more accurate implementation of protocols, reduced problem behavior, and higher skill acquisition of students with special needs.

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