ERIC Number: EJ1021084
Record Type: Journal
Publication Date: 2014-Mar
Abstractor: As Provided
Reference Count: 29
Providing Performance Feedback for Teachers to Increase Treatment Fidelity
Stormont, Melissa; Reinke, Wendy M.
Intervention in School and Clinic, v49 n4 p219-224 Mar 2014
This article reviewed a method for increasing teachers' use of behavior-specific praise, which is especially important for students with emotional and behavioral disabilities. The use of performance feedback has been researched fairly extensively and has yielded positive outcomes when compared with other forms of consultation. This article provides research to support the use of performance feedback as well as a framework for building systems to support implementation.
Descriptors: Feedback (Response), Fidelity, Coaching (Performance), Evidence, Behavior Problems, Intervention, Interprofessional Relationship, Observation, Emotional Disturbances
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: firstname.lastname@example.org; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Authoring Institution: N/A