![]() ![]() Implementation fidelity is identified as a yellow triangle, indicated in the key. There are three points of implementation fidelity plotted on the intervention column of the graph. The second graph of the intervention column is red and labeled “Problem behavior (off-task).” This graph has four plot points corresponding with the four observations. ![]() This graph has four plot points corresponding with the two observations. The first graph of the intervention column is yellow and labeled “Replacement (on-task)” in the key to the right of the graph. The second graph of the baseline column is red and labeled “Problem behavior (off-task).” This graph has three plot points corresponding with the three observations. This graph has three plot points corresponding with the three observations. The left column of the graph is labeled “baseline” and the right column of the graph is labeled “intervention.” The first graph of the baseline column is yellow and labeled “Replacement (on-task)” in the key to the right of the graph. The graph is divided into two columns, after the third observation. The y-axis is labeled percent 0 to 100 percent is labeled in 10-percent intervals. The x-axis is labeled Observations observations 1 through 7 are labeled on the axis. Implementation fidelity issues should be addressed before changes in the intervention are considered.ĭavid’s Data graph: This line plot graph shows David’s Data. A percentage is calculated based on the number of steps completed with fidelity. To determine whether the teacher is following the intervention steps, an observer (e.g., behavior analyst, school psychologist) uses an implementation fidelity observation form. The team can use this information to determine whether the teacher is implementing the intervention as designed or whether additional training or follow-up with the teacher is warranted. For this reason, it is important to evaluate the implementation fidelity. If there is little or no change in the student’s behavior, it could be that the intervention is not being implemented as designed. Can be reduced (e.g., once per week) when the data indicate that the behavior has reached the desired level for at least three observations.Should occur frequently enough (e.g., daily, every other day) to allow the team members to determine whether a behavioral change is occurring.Instead, data should be collected during the times when the problem behavior can most likely be observed, and then for only a representative period of time. Does not occur all day, nor even for an entire period.Follows a schedule that is guided by the type and severity of the problem or target behavior and the intervention design.Although there is no specific length of time for which intervention data should be collected or evaluated, below are some guidelines to help in the team’s decision-making. ![]()
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