Date of Award
Fall 11-29-2017
Document Type
Dissertation
Degree Name
Doctorate of Education, Ed.D.
College
College of Education
Department
Education
First Advisor
Heather Miller, Ph.D.
Second Advisor
Jillian Skelton, Ed.D.
Third Advisor
Brian Roland, Ed.D.
Abstract
This action research study examined the experiences of professional and support staff at a suburban Philadelphia school district regarding the increased frequency of fidelity checks for behavior protocols. Based on interview data, all participants reported positive experiences throughout this action research study. All participants contributed to the two actions that took place during the action research study. These two actions comprised the implementation of biweekly team meetings and the development of Google Drive folders for students. The relationship between frequency of fidelity checks of behavior protocols and accuracy of intervention implementation was also examined. The data supported the notion: The more fidelity checks provided to staff, the more accurate their protocol implementation. The relationship between frequency of fidelity checks of behavior protocols and problem behavior showed that all three students decreased their problem behavior throughout the course of this study. The relationship between frequency of fidelity checks of behavior protocols and skill acquisition showed that all three students increased their overall skill acquisition. This action research study demonstrated significant benefits to the use of fidelity check. While further research may assess specific intervals at which these fidelity checks are needed for ongoing supervision, the results of this action research study are clear: Increased frequency of fidelity checks results in positive experiences for staff, more accurate implementation of protocols, reduced problem behavior, and higher skill acquisition of students with special needs.