Implementation of a Posted Schedule to Increase Class-Wide Interobserver Agreement Assessment

The present study investigated the impact of an antecedent intervention in the form of a daily posted schedule on the interobserver agreement (IOA) assessment of educational goals implemented within a classroom at a private school serving individuals with disabilities. During baseline, the percentag...

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Bibliographic Details
Published in:Journal of organizational behavior management 2012-07, Vol.32 (3), p.263-269
Main Authors: Doucette, Stefanie, DiGennaro Reed, Florence D, Reed, Derek D, Maguire, Helena, Marquardt, Heidi
Format: Article
Language:English
Subjects:
Autism
Educational Objectives
Effectiveness studies
Human performance
Interrater Reliability
Intervention
Organizational behavior
Pervasive Developmental Disorders
Private Schools
Program Effectiveness
Schedules
Scheduling
Special Education Teachers
Teacher Improvement
Teachers
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Summary:The present study investigated the impact of an antecedent intervention in the form of a daily posted schedule on the interobserver agreement (IOA) assessment of educational goals implemented within a classroom at a private school serving individuals with disabilities. During baseline, the percentage of academic goals with interobserver agreement was low and stable (M = 5%). Teacher performance improved during the intervention (M = 92%). A reversal replicated this effect and performance maintained during 6-week, 6-month, and 1-year follow-up probes. Results suggest a daily posted schedule can effectively increase interobserver agreement assessment by direct-care teaching staff. (Contains 1 figure.)
ISSN:0160-8061
1540-8604
DOI:10.1080/01608061.2012.698187