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ERIC Number: EJ1261587
Record Type: Journal
Publication Date: 2020-Aug
Pages: 11
Abstractor: As Provided
ISSN: ISSN-0022-4669
A Review of the Evidence for Real-Time Performance Feedback to Improve Instructional Practice
Sinclair, Anne C.; Gesel, Samantha A.; LeJeune, Lauren M.; Lemons, Christopher J.
Journal of Special Education, v54 n2 p90-100 Aug 2020
In this comprehensive review, 32 studies were identified in which researchers investigated the effect of real-time performance feedback delivered via technology on interventionist implementation of instructional practices. Studies were evaluated for methodological rigor with quality indicators from the Council for Exceptional Children. Twenty-two single case designs and one group design met all quality indicators. The single case designs were analyzed using visual analysis and given success estimates calculated as a ratio of the number of demonstrated effects to potential demonstrations of effect. Methodologically sound evidence indicates that real-time performance feedback is an evidence-based practice for changing interventionist behavior during intervention sessions. Implications for research and practice are discussed.
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:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Early Childhood Education; Preschool Education; Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325D140073; H325H140001