Abstract
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.
Notes
Florence D. DiGennaro Reed and Derek D. Reed were affiliated with Melmark New England during the writing of this article. They are both currently affiliated with the Department of Applied Behavioral Science, University of Kansas.