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Published on: May 14, 2019
Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary
Lisa M Hagermoser Sanetti1, James K Luiselli, Marcie W Handler
1May Institute and May Center for Applied Research, Randolph, MA 02368, USA. lsanetti@mayinstitute.org
Adding graphic elements to verbal performance feedback significantly boosts treatment integrity for behavior support plans (BSPs). This approach also led to increased appropriate student behavior in a second-grade classroom.
Area of Science:
- Educational Psychology
- Behavior Analysis
- Classroom Management
Background:
- Treatment integrity is crucial for effective behavior support plans (BSPs).
- Performance feedback is a known method to enhance treatment integrity.
- The specific impact of different feedback modalities requires further investigation.
Purpose of the Study:
- To compare the effectiveness of verbal performance feedback versus combined verbal and graphic performance feedback.
- To assess the impact of feedback on the implementation of student-specific behavior support plans (BSPs).
- To examine the relationship between treatment integrity and student behavior outcomes.
Main Methods:
- A comparative study was conducted with a second-grade teaching team.
- Feedback was delivered by a consultant following classroom observations.
- Intervention conditions included verbal feedback and verbal plus graphic feedback.
Main Results:
- Verbal plus graphic performance feedback was more effective than verbal feedback alone in improving treatment integrity.
- Enhanced treatment integrity correlated with an increase in appropriate student behavior.
- The study demonstrated the practical application of feedback strategies in a school setting.
Conclusions:
- Combined verbal and graphic feedback is a superior method for improving treatment integrity of BSPs.
- Effective implementation of behavior support plans can positively influence student behavior.
- Findings have implications for training educators and improving intervention fidelity in schools.
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