Robin S. Codding, Adam B. Feinberg, Erin K. Dunn, & Gary M. Pace (2005).
Effects of immediate performance feedback on implementation of behavior support plans.
Journal of Applied Behavior Analysis,
38, 205-219.
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-hr 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.
DESCRIPTORS: treatment integrity, performance feedback,
behavior support plans, special education