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 add...

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Bibliographic Details
Published in:Journal of applied behavior analysis 2007, Vol.40 (3), p.447-461
Main Authors: DiGennaro, Florence D., Martens, Brian K., Kleinmann, Ava E.
Format: Article
Language:English
Subjects:
Accuracy
Adolescent
Adult
avoidance contingency
Behavior Problems
Contingencies
Correlation
directed rehearsal
Education, Special
Evidence-based practice
Faculty
Feedback
Feedback (Response)
functional behavior assessment
Functional Behavioral Assessment
Goal Orientation
Goal setting
Humans
Integrity
Intervention
Medical treatment
Meetings
Mental Disorders - therapy
Negative Reinforcement
No Child Left Behind Act 2001-US
Outcomes of Treatment
Physical Education
Preservice Teachers
Reinforcement (Psychology)
Social Environment
Special Education
Special Education Teachers
Student Behavior
Students
Teacher Evaluation
Teaching
Teaching - methods
treatment integrity
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Summary: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.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2007.40-447