Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans

Abstract

Research has focused on increasing the treatment integrity of school-based interventions by utilizing performance feedback. The purpose of this study was to extend this literature by increasing special education teachers' treatment integrity for implementing antecedent and consequence procedures in an ongoing behavior support plan. A multiple baseline across teacher-student dyads (for two classrooms) design was used to evaluate the effects of performance feedback on the percentage of antecedent and consequence components implemented correctly during 1-hr observation sessions. Performance feedback was provided every other week for 8 to 22 weeks after a stable or decreasing trend in the percentage of antecedent or consequence components implemented correctly. Results suggested that performance feedback increased the treatment integrity of antecedent components for 4 of 5 teachers and consequence components for all 5 teachers. These results were maintained following feedback for all teachers across antecedent and consequence components. Teachers rated performance feedback favorably with respect to the purpose, procedures, and outcome, as indicated by a social validity rating measure.

Diagnosing child sex abuse: A research challenge.

“…A noteworthy feature of this case study is the inclusion of a structured treatment monitoring interview (CTMI) designed to promote a collaborative consultant-consultee relationship, increase consultees' problem-solving efforts and shared ownership of the treatment plan, and improve their self-efficacy. Expanding the CBC model to include a treatment monitoring phase, rather than only brief informal contacts, can be a practical and effective method of providing valuable performance feedback to consultees, thereby lessening resistance, enhancing treatment integrity, and improving generalization (Codding, Feinberg, Dunn, & Pace, 2005;Tillman, 2000).…”

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

“…This form was developed by the first researcher under the advisory process of another expert in special education based on the Preventive Classroom Management Observation Form (PCMOB) and research studies related to teacher behaviors in the literature (Codding et al, 2005;Güner, 2010;Stichter, Stormont, & Lewis, 2009). This form, which was used to examine the effectiveness of the PF given to teachers on their target behaviors, consisted of definitions and the implementation steps of individualization, transition, and reward strategies.…”

“…Performance feedback can be used in different educational settings (Codding, Feinberg, Dunn, & Pace, 2005;Noell et al, 2005) and for different purposes (Hagermoser-Sanetti, Luiselli, & Handler, 2007;Mortenson & Witt, 1998;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;Noell et al, 2000). Generally, PF can be used along with social rewards after teaching a new strategy to the teachers for use in their classrooms (Casey & McWilliam, 2008), or it can also involve problem solving or answering questions (Akalın, 2014a).…”

“…In Turkey, in the field of special education, a few researchers have conducted studies related to informing and performance feedback whose effects are accepted in the international literature (Casey & McWilliam, 2008;Codding et al, 2005;Reinke, Lewis-Palmer, & Merrell, 2008). One of the studies was conducted with the mothers of children with mental impairments (Vuran, 1997), another one was conducted with student teachers who were studying the education of individuals with mental impairments (Erbaş & Yücesoy, 2002), and the last one was conducted with teachers working in general education classrooms (Timuçin, 2008).…”

A Preliminary Analysis of the Effects of Coaching Feedback on Teacher Implementation Fidelity of First Step to Success

“…Instead, implementers may benefit from focusing on intervention components that minimize the likelihood that problem behavior will access reinforcement and maximize the likelihood that appropriate behavior will efficiently access reinforcement. Research examining implementation fidelity suggests that performance feedback is an effective strategy for increasing teacher fidelity with academic and social interventions (Codding, Feinberg, Dunn, & Pace, 2005;DiGennaro, Martens, & McIntyre, 2005;Mortenson & Witt, 1998;Noell et al, 2005;Noell, Witt, LaFleur, Mortenson, LeVelle, 2000;Wickstrom, Jones, LaFleur, & Witt, 1998).…”