Date of Completion

5-11-2013

Embargo Period

5-11-2013

Major Advisor

Lisa M. H. Sanetti

Associate Advisor

Sandra M. Chafouleas

Associate Advisor

Anne F. Farrell

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

Assessing treatment integrity is vital to ensure an intervention is implemented as planned and to appropriately evaluate student outcomes. Performance feedback, an empirically supported method to increase low treatment integrity levels, has been evaluated primarily with school personnel. Homework is a widely used and effective school practice, which some students struggle to complete with accuracy. These students may benefit from interventions that necessitate implementation by parents. To date, no study has systematically assessed (a) parent treatment integrity levels, (b) the delivery of performance feedback to parents, and (c) the agreement between parent self-report and permanent product data. To begin the process of answering these questions, this dissertation assessed parents’ implementation within a randomized multiple baseline design. To improve fifth-grade students’ homework completion and accuracy, parents and teachers participated in Conjoint Behavioral Consultation to individualize a parent-implemented homework intervention. Parents’ treatment integrity was below the criterion, though specific level and variability differed across participants. Following the receipt of performance feedback, parents’ implementation briefly increased, but attrition issues preclude drawing conclusions about causality. In addition, (a) the effectiveness of the homework intervention, (b) the relationship between the homework intervention and treatment integrity data, and (c) acceptability and social validity of the intervention were evaluated.

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