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ERIC Number: EJ1009842
Record Type: Journal
Publication Date: 2013-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0033-3085
Increasing Teacher Treatment Integrity through Performance Feedback Provided by School Personnel
Hagermoser Sanetti, Lisa M.; Fallon, Lindsay M.; Collier-Meek, Melissa A.
Psychology in the Schools, v50 n2 p134-150 Feb 2013
When implementing behavioral interventions in educational settings, some implementers need support to maintain high levels of treatment integrity. Performance feedback has a large body of research supporting it as a strategy for improving teachers' implementation of classroom interventions. However, in most prior studies, performance feedback has been delivered by a researcher, not by a school staff member, which limits generalizability of results to applied settings. In this study, school personnel (i.e., internal consultants) assessed teachers' treatment integrity when implementing a classwide behavioral intervention and, when low, provided performance feedback. Further, researchers assessed internal consultants' treatment integrity and provided performance feedback as needed. Results indicate that internal consultants are able to assess and briefly increase teachers' treatment integrity with performance feedback, although some teachers needed more support than did others. Likewise, internal consultants' treatment integrity was fairly high initially, but required consistent performance feedback to increase treatment integrity levels toward the end of the study. Implications for research and practice are discussed. (Contains 3 tables and 2 figures.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A