A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms.
This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher-student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed.
DiGennaro
Florence D
FD
Syracuse University, USA. fdigennaro@melmarkne.org
Martens
Brian K
BK
Kleinmann
Ava E
AE
D000293:Adolescent; D000328:Adult; D004519:Education, Special; D005178:Faculty; D005246:Feedback; D006801:Humans; D001523:Mental Disorders / Q000628:therapy*; D012054:Reinforcement, Psychology; D012931:Social Environment; D013334:Students; D013663:Teaching / Q000379:methods*