Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans
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| Title: | Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans |
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| 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 |
| 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. |
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| ISSN: | 0021-8855 |
