Doctor of Philosophy (PhD)
Educational & Clinical Studies
First Committee Member
Second Committee Member
Third Committee Member
Fourth Committee Member
Fifth Committee Member
Number of Pages
Students with disabilities often have behavior that interferes with classroom learning. Serious problem behaviors are identified as the most significant factor interfering with learning in the classroom. Unfortunately, chronic behaviors often lead to a student dropping out of school. Current research typically focuses on areas of intervention for these students with little attention towards teacher fidelity of implementation of these interventions. Because of this, student's behavior intervention plans may not show effectiveness (e.g., progress monitoring, data driven decisions). It is important that researchers begin to explore systematic improvements in fidelity of implementation of behavior intervention plan components for general education teachers teaching students with disabilities.
This study focused on improving the fidelity of implementation of intervention strategies within behavior intervention plans by general education teachers teaching individuals with disabilities. Currently, there are no prior studies published that have been conducted to evaluate the effects of a digital behavior intervention plan using multimedia anchored-instruction on teachers' fidelity of implementation of a behavior intervention plan. A multiple probe design was used to investigate the effects of a digital behavior intervention plan using multimedia anchored-instruction. Six teacher participants were paired with six student participants to form six individual dyads. Data were compared across baseline, intervention and maintenance to determine the effects of a multimedia anchored-instruction digital behavior intervention plan on general education teacher's fidelity of implementation. The effects on student desirable and undesirable behavior were also examined across all phases of the study. Teacher opinions of digital behavior intervention plans using multi-media anchored-instruction in general education classrooms for students with disabilities were evaluated at the conclusion of the study.
Data for all six teacher participants demonstrated high levels of experimental control. The teachers' fidelity of implementation of the behavior intervention plans had a moderate to high effect on increasing desirable student behavior and neutralizing undesirable student behavior. Four out of the six teacher participants indicated that digital behavior intervention plans with multimedia anchored-instruction were acceptable upon completion of the study. The remaining two teachers remained undecided.
Anchored instruction; Behavior disorders in children; Behavior intervention plans; Fidelity of implementation; Multimedia; Positive behavior support; Students with disabilities; Teacher education; Teachers – Training of
Child Psychology | Psychology | School Psychology | Social and Behavioral Sciences | Teacher Education and Professional Development
University of Nevada, Las Vegas
Holcomb, Christopher G., "Digital Behavior Intervention Plans: Effects on General Education Teacher fidelity of Implementation" (2014). UNLV Theses, Dissertations, Professional Papers, and Capstones. 2267.
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