Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research

Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators’ treatment fidelity, is an evidence-based practice. The purpos...

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Bibliographic Details
Published in:Exceptional children 2015-01, Vol.81 (2), p.227-246
Main Authors: Fallon, Lindsay M., Collier-Meek, Melissa A., Maggin, Daniel M., Sanetti, Lisa M. H., Johnson, Austin H.
Format: Article
Language:English
Subjects:
Attention deficit hyperactivity disorder
Autism
Benchmarking
Clinical Supervision (of Teachers)
Consultants
Design
Disabilities
Educational research
Educators
Evaluation
Evidence
Federal Legislation
Feedback (Response)
Fidelity
Guidelines
Individualized Education Programs
Individualized Instruction
Intervention
Job Performance
Literature Reviews
Meetings
Meta Analysis
Outcomes of Education
Practice
Program Effectiveness
Program Implementation
Rating of
Research Design
Researchers
Schools
Special education
Statistical Analysis
Students
Students with disabilities
Studies
Systematic review
Teacher Effectiveness
Teaching Methods
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Summary:Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators’ treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current research on performance feedback as a strategy to promote the implementation of school-based practices. Studies were evaluated according to What Works Clearinghouse (WWC; Kratochwill et al., 2010) technical guidelines for single-case design, utilizing both the design and evidence standards to determine whether studies provided sufficient evidence for the effectiveness of performance feedback. Results indicate that performance feedback can be termed an evidence-based intervention based on criteria set by the WWC. Implications for future research are described.
ISSN:0014-4029
2163-5560
DOI:10.1177/0014402914551738