ABA in Schools - Part 5: Treatment Integrity
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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.
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
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Meet the Presenters
Ronnie Detrich, Ph.D., has been providing behavior analytic services for over 50 years. His work can be characterized as thorough-going behavior analysis drawing from the conceptual, experimental, and applied branches of our discipline.
In recent years, Ronnie’s work has focused on the challenges of achieving adequate levels of treatment integrity in large systems, the role of the evidence-based practice movement in behavior analysis, and the large-scale implementation of effective practices in public schools. He is a trustee of the Cambridge Center for Behavioral Studies and is on the editorial boards of Perspectives in Behavior Science and Exceptional Children. He serves as an Associate Editor for the Journal of Positive Behavior Intervention. Ronnie has also served on the editorial board of Behavior Analysis in Practice and was the Coordinator of ABAI’s Practice Board.
Jennifer is a dually credentialed professional, licensed and certified as a Speech-Language Pathologist and Behavior Analyst (BCBA). She possesses expertise and advanced skills in teaching language to children on the autism spectrum. She has helped clients across the life span from Early Intervention, Preschool through School in both home and center-based settings. Over the past 10 years, she has successfully integrated strategies and techniques from both disciplines to support individuals with autism and their educational teams.
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