Evaluating Immediate Feedback via Bug-in-Ear as an Evidence-Based Practice for Professional Development

Abstract

Observation and performance feedback to support traditional training methods are central tools for preservice practitioner preparation and in-service practitioner professional development. Research highlights how some specific characteristics of feedback (e.g., the latency between behavior and feedback) can impact the effectiveness. One method of enhancing the effects of feedback may be immediate feedback delivered through bug-in-ear technology. This review identified 17 intervention studies that examined the use of immediate feedback via bug-in-ear with preservice and in-service practitioners. We evaluated these studies using What Works Clearinghouse quality standards and determined that immediate feedback with bug-in-ear technology has a strong evidence base for increasing frequency and accuracy of teaching behaviors of practitioners in a variety of classroom settings. This review discusses findings on that evidence base as well as findings on feasibility and acceptability of this intervention. We also discuss limitations of current research and potential directions for future research on this method.

Improving Reading Comprehension in the Primary Grades: Mediated Effects of a Language-Focused Classroom Intervention

“…or similar language-focused interventions. Evolving research on effective avenues for coaching and mentoring teachers suggests that a variety of methods may be effective for improving implementation, such as situated coaching models embedded in the classroom (Friedman & Woods, 2015) and telecoaching using bug-in-the-ear technologies (Schaefer & Ottley, 2018).…”

Screenless Teletherapy and Silent Telesupervision: Leveraging Technology for Innovative Service Delivery and Clinician Training in Speech-language Pathology during the COVID-19 Era

“…In terms of developing trainee competency, studies from the field of education indicate that BIE supervision is just as effective, if not more effective than delayed in-person feedback. [41][42][43] Trainees generally report satisfaction with BIE assisted training, [41][42][43] however, they also report that it can be difficult to simultaneously process competing auditory streams from the client and the supervisor. 23,42 Led by the fields of counseling, psychotherapy, education, and speech-language pathology, visual applications were developed to display text-based feedback on a monitor, tablet, cell phone, or smartwatch (i.e., "bug-in-the-eye" or BIEye feedback).…”

“…[41][42][43] Trainees generally report satisfaction with BIE assisted training, [41][42][43] however, they also report that it can be difficult to simultaneously process competing auditory streams from the client and the supervisor. 23,42 Led by the fields of counseling, psychotherapy, education, and speech-language pathology, visual applications were developed to display text-based feedback on a monitor, tablet, cell phone, or smartwatch (i.e., "bug-in-the-eye" or BIEye feedback). 23,[44][45][46][47][48][49][50][51][52] Controlled comparisons between BIEye and traditional in-person feedback have not yet been conducted in speech-language pathology, but there have been a handful of trials in psychology, education, and counseling.…”

“…have not yet been conducted. Unlike silent supervision, in which visual-only feedback is thought to be superior to BIE auditory-only feedback, 23,42 in parent coaching, interpretation of competing auditory information is likely more feasible due to differences in participant characteristics. First, young children are highly mobile, so it would be difficult for the implementer to carry and attend to a device displaying text-based feedback.…”

“…More comparisons between in-person and teletechnology-aided intervention are needed, especially in the form of randomized controlled studies. There is a strong foundation of support for the use of BIE 24,[42][43] and BIEye 23,[44][45][46][47][48][49][50][51] feedback within in-person sessions. However, it is possible that certain populations or intervention targets might be better addressed through teletechnology using visual-only or auditory-only coaching.…”