The Effect of Visual Performance Feedback on Teacher Use of Behavior-Specific Praise

Abstract

This study evaluated the effects of visual performance feedback (VPF) on teacher use of behavior-specific praise. In addition to receiving individual VPF, teachers participated in group consultation focused on increasing competence in the use of behavior-specific praise. Three general education elementary teachers and six students participated in the study. Classroom peer composite data were also collected. Teacher and student behaviors were monitored across baseline and VPF conditions in a multiple baseline design. The results indicated that VPF resulted in an increase in behavior-specific praise for participating students across all teachers relative to baseline. Additionally, teachers increased their use of behavior-specific praise with classroom peers. The findings highlight the need for direct assessment of intervention implementation and for the collection of peer data to identify collateral intervention effects.

Developing Procedures to Improve Therapist–Child Rapport in Early Intervention

“…Performance Feedback (VPF) Following each subsequent presession pairing session, the experimenter reviewed a graph of the staff member's performance with the staff member and provided vocal verbal feedback indicating which skills the staff member met criteria on and which skills he or she did not (Reinke, Lewis-Palmer, & Martin, 2007). Graphs identical to the individual panels in Figs.…”

The effects of real-time visual performance feedback on teacher feedback.

“…Examples of strategies to improve teacher practice have included active training with modeling, practice, and feedback (Sawka, McCurdy, & Mannella, 2002;Fullerton, Conroy, & Correa, 2009); peer coaching (Sutherland, 2000); self-evaluation (Sutherland, 2000); video self-modeling (Fullerton et al, 2009;Hawkins & Heflin, 2011); tiered levels of support based on performance criteria (MacSuga-Gage, 2013;Myers et al, 2011); negative reinforcement based on performance criteria (DiGennaro, Martens, & Kleinmann, 2007; DiGennaro, Martens, & McIntyre, 2005); coaching and performance feedback (Allday et al, 2012;Duchaine, Jolivette, & Fredrick, 2011;Myers et al, 2011;Rathel, Drasgow, & Christle, 2008;Sawka et al, 2002;Sutherland, Wehby, & Copeland, 2000); and visual performance feedback (Hawkins & Heflin, 2011;Reinke, Lewis-Palmer, & Martin, 2007).…”

“…For example, when researchers have improved teacher practice with performance feedback, they have also observed increased student academic engagement (Allday et al, 2012) and decreased problem behavior (Myers et al, 2011;Reinke et al, 2007). Furthermore, data suggest that even when teachers are instructed to improve positive feedback to target students only, they generalize their use of positive feedback across students (Reinke et al, 2007).…”

“…Examples of strategies to improve teacher practice have included active training with modeling, practice and feedback (Fullerton et al, 2009;Sawka et al, 2002); peer coaching and self-evaluation (Sutherland, 2000); video self-modeling (Hawkins & Heflin, 2011); multitiered interventions (MacSuga-Gage, 2013;Myers et al , 2011); negative reinforcement for meeting performance criteria (DiGennaro et al, 2007;DiGennaro et al, 2005); coaching and performance feedback (Allday et al, 2012;Duchaine et al, 2011;Myers et al, 2011;Rathel et al, 2008;Sawka et al, 2002;Sutherland et al, 2000); and visual performance feedback (Hawkins & Heflin, 2011;Reinke et al, 2007). Kluger and DeNisi (1996) defined feedback interventions as "actions taken by (an) external agent(s) to provide information regarding some aspect(s) of one's task performance" (p. 255).…”

Teacher motivation as an enhancement to the first step to success early intervention program for children with tertiary level behavioral challenges.

“…Commonly associated with performance feedback are frequent consultation meetings (Jones, Wickstrom, & Friman, 1997;Noell, et aI., 2005). Reinke, Lewis-Palmer, and Martin (2007) evaluated the effects of daily visual representations of objective databased information without frequent consultations on a sample of teachers (n = 3) whose targeted behavior was the increased use of behavior-specific praise. In this study, using multiple baseline design across three elementary classrooms, one focus child (identified by teacher as exhibiting problem behaviors) and one randomly selected peer (used as a comparison) per classroom were observed for problem behaviors.…”