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ERIC Number: EJ785141
Record Type: Journal
Publication Date: 2007-Dec
Pages: 16
Abstractor: Author
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1053-0819
Supporting Teacher Use of Interventions: Effects of Response Dependent Performance Feedback on Teacher Implementation of a Math Intervention
Gilbertson, Donna; Witt, Joseph C.; Singletary, Lynn LaFleur; VanDerHeyden, Amanda
Journal of Behavioral Education, v16 n4 p311-326 Dec 2007
This study examined general education teachers' implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention implementation by four teachers was consistently low or exhibited a downward trend whereas one teacher's moderate implementation co-occurred with student gains. When classroom training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately implementing the intervention for three training sessions with classroom training, response dependent performance feedback was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels above the verbal training performance, whereas implementation for one teacher increased following discussion of an upcoming school team meeting. Student math scores improved during intervention.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A