View in EDS

Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans

Saved in:
Bibliographic Details
Title: Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans
Language: English
Authors: Codding, Robin S., Feinberg, Adam B., Dunn, Erin K.
Source: Journal of Applied Behavior Analysis. Sum 2005 38(2):205-205.
Availability: Department of Applied Behavioral Science, 1000 Sunnyside Ave., KU, Lawrence, KS 66045-2133. Web site: http://seab.envmed.rochester.edu.
Peer Reviewed: Y
Page Count: 15
Publication Date: 2005
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Student Behavior, Integrity, Special Education Teachers, Feedback, Behavior Disorders, Behavior Modification, Program Effectiveness, Contingency Management
ISSN: 0021-8855
Abstract: Research has focused on increasing the treatment integrity of school-based interventions by utilizing performance feedback. The purpose of this study was to extend this literature by increasing special education teachers' treatment integrity for implementing antecedent and consequence procedures in an ongoing behavior support plan. A multiple baseline across teacher-student dyads (for two classrooms) design was used to evaluate the effects of performance feedback on the percentage of antecedent and consequence components implemented correctly during 1-hf observation sessions. Performance feedback was provided every other week for 8 to 22 weeks after a stable or decreasing trend in the percentage of antecedent or consequence components implemented correctly. Results suggested that performance feedback increased the treatment integrity of antecedent components for 4 of 5 teachers and consequence components for all 5 teachers. These results were maintained following feedback for all teachers across antecedent and consequence components. Teachers rated performance feedback favorably with respect to the purpose, procedures, and outcome, as indicated by a social validity rating measure.
Abstractor: Author
Entry Date: 2005
Access URL: https://www.jeabjaba.org/jaba/toc/2005/jabaSummer05.shtml
Accession Number: EJ697210
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ697210
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ697210
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Codding%2C+Robin+S%2E%22">Codding, Robin S.</searchLink><br /><searchLink fieldCode="AR" term="%22Feinberg%2C+Adam+B%2E%22">Feinberg, Adam B.</searchLink><br /><searchLink fieldCode="AR" term="%22Dunn%2C+Erin+K%2E%22">Dunn, Erin K.</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Behavior+Analysis%22"><i>Journal of Applied Behavior Analysis</i></searchLink>. Sum 2005 38(2):205-205.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Department of Applied Behavioral Science, 1000 Sunnyside Ave., KU, Lawrence, KS 66045-2133. Web site: http://seab.envmed.rochester.edu.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 15
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2005
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Descriptive
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Integrity%22">Integrity</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback%22">Feedback</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Disorders%22">Behavior Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Modification%22">Behavior Modification</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Contingency+Management%22">Contingency Management</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0021-8855
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Research has focused on increasing the treatment integrity of school-based interventions by utilizing performance feedback. The purpose of this study was to extend this literature by increasing special education teachers' treatment integrity for implementing antecedent and consequence procedures in an ongoing behavior support plan. A multiple baseline across teacher-student dyads (for two classrooms) design was used to evaluate the effects of performance feedback on the percentage of antecedent and consequence components implemented correctly during 1-hf observation sessions. Performance feedback was provided every other week for 8 to 22 weeks after a stable or decreasing trend in the percentage of antecedent or consequence components implemented correctly. Results suggested that performance feedback increased the treatment integrity of antecedent components for 4 of 5 teachers and consequence components for all 5 teachers. These results were maintained following feedback for all teachers across antecedent and consequence components. Teachers rated performance feedback favorably with respect to the purpose, procedures, and outcome, as indicated by a social validity rating measure.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: Author
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2005
– Name: URL
  Label: Access URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="https://www.jeabjaba.org/jaba/toc/2005/jabaSummer05.shtml" linkWindow="_blank">http://www.jeabjaba.org/jaba/toc/2005/jabaSummer05.shtml</link>
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ697210
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ697210
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 205
    Subjects:
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Integrity
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Feedback
        Type: general
      – SubjectFull: Behavior Disorders
        Type: general
      – SubjectFull: Behavior Modification
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Contingency Management
        Type: general
    Titles:
      – TitleFull: Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Codding, Robin S.
      – PersonEntity:
          Name:
            NameFull: Feinberg, Adam B.
      – PersonEntity:
          Name:
            NameFull: Dunn, Erin K.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2005
          Identifiers:
            – Type: issn-print
              Value: 0021-8855
          Numbering:
            – Type: volume
              Value: 38
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Journal of Applied Behavior Analysis
              Type: main
ResultId 1