Abstract
In order to ensure the effects of early intensive behavioral interventions for children with autism, performance feedback is often used to improve procedural integrity. However, in areas where access to professionals is limited, onsite feedback may not be feasible. Researchers suggest that providing remote feedback may improve procedural integrity, but they often examined feedback along with other components. Thus, the purpose of this study is to investigate the effects of remote feedback alone on improving procedural integrity of discrete trial teaching (DTT) and incidental teaching (IT) of three interventionists in China. The interventionists received delayed remote feedback on either DTT or IT via video communication. Using an alternating treatment design, we directly compared the procedural integrity under the two conditions: with and without delayed remote feedback. Results showed that all interventionists improved procedural integrity only after feedback was introduced, suggesting that delayed remote feedback alone was effective in improving procedural integrity. The discussion addresses the practical and research implications of the findings.
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