A COMPARISON OF PERFORMANCE FEEDBACK PROCEDURES ON TEACHERS' TREATMENT IMPLEMENTATION INTEGRITY AND STUDENTS’ INAPPROPRIATE BEHAVIOR IN SPECIAL EDUCATION CLASSROOMS

Abstract

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.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 242 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.