ABA in Schools - Part 5: Treatment Integrity

For school teams trying to understand limited progress, this recording examines what students actually received from an intervention. Ronnie Detrich, with moderator Jennifer Rumfola, discusses treatment integrity, student outcome data and the practical demands of monitoring implementation in classrooms.

Catalogue presenter credits: Ronnie Detrich, Jennifer Rumfola.

MANDATORY DISCLAIMER: The Behavior Analyst Certification Board (“BACB”) does not sponsor, approve, or endorse Special Learning, the materials, information, or sessions identified herein.

Detrich distinguishes exposure, adherence, quality of delivery and student responsiveness. His decision model examines when weak implementation calls for additional support and when adequate implementation with poor progress prompts reconsideration of the intervention.

The session connects classroom coaching, feedback and self-monitoring with feasible ways to measure behavior, including frequency, duration and intensity ratings. Detrich notes mixed findings for brief plan quizzes and distinguishes knowing a plan from carrying it out.

What does this recording cover?

• Implementation data and student progress data serve different purposes in the integrity decision model.
• Exposure, adherence, delivery quality and student responsiveness provide four views of implementation.
• Classroom coaching, prompt feedback and self-monitoring feature in the discussion of implementation support.
• Frequency, duration and intensity ratings illustrate the trade-off between feasible data collection and sensitivity to change.
• Social validity concerns whether a measured change matters to people in the student's setting.

Recording context: The recording date is not supplied. Research, professional requirements and examples reflect the discussion at the time of delivery.

Three selected learner comments

The six-item evaluation mean was 4.47/5 across 41 complete responses, from 250 recorded rating responses. This mean includes only complete six-score responses. Source: Special Learning's course evaluation records, snapshot October 11, 2026.

Three selected anonymous responses appear below, with the wording and spelling retained. They describe learners' experiences and requests; they are not a guarantee of results or a claim that these comments represent every learner.

Good webcast with practical usable information

Course evaluation response, 2023

The content was informative, and it is a needed conversation in our field. However, I don't work in schools, so analyzing treatment integrity is going to look a little different.

Course evaluation response, 2023

More training on self-monitoring tools for integrity checks and some case examples.

Course evaluation response, 2024

Explore related recorded discussions

• ABA in Schools - Module 3: Assessment & BIP Implementation
• ABA in Schools - Module 4: A Collaborative Model
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