Abstract
Although intuitively appealing, teacher self-report of treatment integrity is not currently recommended as a method for collecting treatment integrity data. Education researchers have not, however, evaluated features of a treatment integrity self-reporting system that may facilitate accurate self-report. In this preliminary investigation, four treatment integrity assessment conditions were investigated: (a) weekly verbal self-report, (b) weekly written self-report, (c) daily verbal self-report, and (d) daily written self-report. Results indicated that teachers who reported treatment integrity daily had the highest overall treatment integrity levels, but neither the frequency nor method of treatment integrity assessment significantly influenced the teachers’ level of treatment integrity. However, results suggested that frequency and method of treatment integrity self-report may be related to accuracy of teacher report.
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