Review2012

The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature

Benjamin G. Solomon · Suzanne A. Klein · Bethany C. Politylo

229 citations0/0 files storedSchool Psychology Review

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Behavioral and Psychological Studies Human Resource Development and Performance Evaluation Educational Assessment and Improvement

Abstract

.Performance feedback (PF) has become popular in the school-based literature as a method to increase the treatment integrity of prescribed interventions. The current study extracted and aggregated data from single-case studies that used PF in school settings to increase teachers' use of classroom-based interventions. Results suggest PF is moderately effective at increasing integrity after a new strategy or intervention has been introduced, curbing a general tendency for declining integrity following skill training. The type of skill for which teachers received PF and setting moderated the effect. Important questions remain, however, regarding the use of PF in schools and the most effective method for its implementation.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

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

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 229 citations exist upstream.

References

2007The Power of Feedback 2005The Use of Single-Subject Research to Identify Evidence-Based Practice in Special Education 2014Education and Treatment of Children 1983Single-case research designs: Methods for clinical and applied settings 1985Statistical Methods for Meta-Analysis 1983A Fail-Safe N for Effect Size in Meta-Analysis 1989Assessment of Treatment Integrity in School Consultation and Prereferral Intervention 2001An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in Organizational Settings (1985-1998)

Cited by

2015Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research 2013Using Coaching to Support Teacher Implementation of Classroom-based Interventions 2015Metasynthesis of in-service professional development research: Features associated with positive educator and student outcomes 2017Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis 2014Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes

Explore the map →

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

Imported from OpenAlex (CC0) — nothing here is generated.