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Effects of immediate performance feedback on implementation of behavior support plans
Robin S Codding1, Adam B Feinberg, Erin K Dunn
1CUNY Graduate Center, 365 Fifth Avenue, New York, New York 10016, USA. rcodding@gc.cuny.edu
Journal of Applied Behavior Analysis
|July 22, 2005
Summary
Performance feedback improved special education teachers' ability to implement behavior support plans correctly. This improvement in treatment integrity was maintained over time and positively rated by teachers.
Area of Science:
- Educational Psychology
- Special Education
- Applied Behavior Analysis
Background:
- School-based interventions require high treatment integrity for effectiveness.
- Performance feedback is a strategy to enhance intervention implementation.
- Special education teachers need support in executing behavior support plans.
Purpose of the Study:
- To evaluate the impact of performance feedback on special education teachers' treatment integrity.
- To assess the implementation of antecedent and consequence procedures within behavior support plans.
- To extend research on performance feedback in school settings.
Main Methods:
- A multiple baseline across teacher-student dyads design was employed.
- Performance feedback was delivered bi-weekly to teachers over 8-22 weeks.
- Treatment integrity was measured by the percentage of correctly implemented components during observations.
Main Results:
- Performance feedback significantly increased treatment integrity for antecedent components in 4 out of 5 teachers.
- All 5 teachers demonstrated increased treatment integrity for consequence components.
- Improvements in treatment integrity were sustained after feedback delivery.
Conclusions:
- Performance feedback is an effective strategy for enhancing special education teachers' treatment integrity.
- The findings support the use of performance feedback for improving behavior support plan implementation.
- Teachers found the performance feedback intervention to be socially valid.