Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers

Abstract

The purpose of this study was to examine the effectiveness of using text messaging to deliver performance-based feedback (PF) to preservice teachers working in inclusive early childhood classrooms. A multiple baseline across behaviors single-case research design was replicated across four participants to examine the relation between PF delivered via text message and preservice teachers’ use of self-selected target behaviors. Results indicated text messaging was an effective method for delivering PF and subsequently increasing teacher target behaviors when individualized to meet the needs of teachers; however, results were variable across teachers.

Self‐guided behavioral skills training: A public health approach to promoting nurturing care environments

“…Benefits could take a variety of forms, including waiving co‐pay fees during pediatric visits, providing coupons for essential goods (e.g., free diapers), and delivering cash rewards using direct deposit. Antecedent strategies could also be leveraged to increase caregiver engagement, such as delivering text reminders (Barton et al, 2019) or mailing caregivers refrigerator magnets that may function as reminders to complete RC activities. Strategies could be included to reduce response effort, such as making the training accessible across operating systems and devices (smart‐phones, tablets, computers), and making the training accessible by clicking a single link (versus requiring a registration and user sign‐in).…”

The Effects of Email Performance-Based Feedback Delivered to Teaching Teams: A Systematic Replication

“…Third, we did not directly address the social validity of the outcomes, goals, or procedures. Each of these has been shown to have strong social validity in previous studies (Barton, Rigor, et al, 2018), but should continue to be examined in future research. Finally, the coaches had existing professional relationships with some of the teachers; however, the consenting process was carefully designed and conducted to reduce the likelihood that they felt pressure to participate in the study.…”

“…Increased use of replications might ultimately increase the impact of research on practice. Although the aforementioned research clearly demonstrates that PF is effective for supporting early childhood teachers’ increased use of discrete verbal behaviors, few studies have documented the relation between PF and the use of complex target behaviors, during covert observations, or with teaching teams rather than individual teachers (Barton, Rigor, Pokorski, Velez, & Domingo, 2018). Sustained use of complex practices by teachers who are not aware they are being observed is critical for establishing evidence-based implementation practices (Snyder, Hemmeter, & McLaughlin, 2011).…”

Shared Book Reading to Promote Math Talk in Parent–Child Dyads in Low-Income Families

“…For example, a coaching model including ongoing support and feedback would likely be more effective in promoting behavioral change in parents as compared with brief didactic training (e.g., Metz & Bartley, 2012). Recent work in early childhood settings illustrate the utility of performance-based feedback through text messages or other permanent products to increase adult behaviors, like using statements that model expanded utterances for children (e.g., Barton, Rigor, Pokorski, Velez, & Domingo, 2018). In sum, while there is a clear effect for the use of mathematical books in promoting math talk during shared book reading, the effect of training and reader supports is affected by the indicator used for evaluation.…”