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

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.

Keywords:

• interobserver agreement (IOA)
• performance management
• antecedent intervention

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.