title: Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school.
abstract: Previous research suggests that performance feedback improves treatment integrity. This study compared the effects of verbal performance feedback and verbal plus graphic performance feedback on implementation of a student-specific behavior support plan (BSP) by members of a second-grade teaching team at a public elementary school. A consultant to the school delivered feedback following regularly scheduled classroom observations. Results indicated that combining verbal and graphic performance feedback was more effective than verbal performance feedback alone in improving treatment integrity. Informal data collected on student performance also suggested that appropriate behavior increased with better implementation of the BSP. Clinical and research issues are discussed.
authors.affiliation: May Institute and May Center for Applied Research, Randolph, MA 02368, USA. lsanetti@mayinstitute.org
authors.forename: Lisa M
authors.initials: LM
authors.lastname: Hagermoser Sanetti
authors.forename: James K
authors.initials: JK
authors.lastname: Luiselli
authors.forename: Marcie W
authors.initials: MW
authors.lastname: Handler
mesh_terms: D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D003196:Computer Graphics; D005178:Faculty; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D017150:Public Sector; D012572:School Health Services; D012574:Schools; D016896:Treatment Outcome; D014705:Verbal Behavior