The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Prereferral Academic Intervention

Abstract

The purpose of this study was to investigate the effects of performance feedback on the implementation of a reinforcer-based classroom intervention. The primary treatment agents were four classroom teachers and the degree to which each teacher implemented a prereferral intervention as designed (i.e., treatment integrity) was measured. Levels of teacher treatment integrity and student academic performance were examined and compared across experimental conditions in a multiple baseline design. Performance feedback increased teacher implementation of a prereferral intervention in 3 of the 4 cases. Student data demonstrated improvement but were more variable than teacher data throughout the study. Limitations of this investigation and implications for future research are offered.

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