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Focus on Autism and Other Developmental Disabilities
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The Role of Procedural Integrity

Using Self-Monitoring to Enhance Discrete Trial Instruction (DTI)

Phillip J. Belfiore

Mercyhurst College, pbelfiore{at}mercyhurst.edu

Kevin M. Fritts

Dr. Gertrude A. Barber National Institute

Brian C. Herman

Dr. Gertrude A. Barber National Institute

The purpose of this study was to examine the effects of staff video self-monitoring (SM) training on the accuracy of delivering Discrete Trial Instruction (DTI) to students enrolled in a classroom for children with autism. Staff were trained to self-monitor a five-step DTI trial: (a) delivery of discriminative stimulus, (b) wait time for student response, (c) response-specific feedback, (d) immediacy of specific feedback, and (e) latency before delivery of next discriminative stimulus. The dependent measure was the accuracy of completing the five-step trial. Prior to intervention, staff were trained to criteria using videotapes of their teaching in scoring their DTI delivery. A multiple baseline design across staff was used to evaluate the effectiveness of SM. Results showed that video self-monitoring and self-evaluation increased the accuracy of DTI and, more specifically, the accuracy of managing the intertrial interval.

Key Words: evidence-based practices • autism • auditory processing • autism spectrum disorders • applied behavior analysis • personnel preparation

Focus on Autism and Other Developmental Disabilities, Vol. 23, No. 2, 95-102 (2008)
DOI: 10.1177/1088357607311445
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