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- Title
A COMPARISON OF PERFORMANCE FEEDBACK PROCEDURES ON TEACHERS' TREATMENT IMPLEMENTATION INTEGRITY AND STUDENTS' INAPPROPRIATE BEHAVIOR IN SPECIAL EDUCATION CLASSROOMS.
- Authors
DiGennaro, Florence D.; Martens, Brian K.; Kleinmann, Ava E.
- Abstract
This study examined the extent to which treatment integrity of 4 special education teachers was affected by goal setting, performance feedback regarding student or teacher performance, and a meeting cancellation contingency. Teachers were trained to implement function-based treatment packages to address student problem behavior. In one condition, teachers set a goal for student behavior and received daily written feedback about student performance. In a second condition, teachers received daily written feedback about student performance as well as their own accuracy in implementing the intervention and would be able to avoid meeting with a consultant to practice missed steps by implementing the intervention with 100% integrity. This latter package increased treatment integrity the most above baseline levels. Higher levels of treatment integrity were significantly correlated with lower levels of student problem behavior for 3 of the 4 teacher-student dyads. Three of the 4 teachers also rated both feedback procedures as highly acceptable. Implications for increasing and maintaining treatment integrity by teachers via a consultation model are discussed.
- Subjects
COMPARATIVE studies; PERFORMANCE evaluation; PSYCHOLOGICAL feedback; SPECIAL education; STUDENT attitudes; CONTINGENCY (Philosophy); AVOIDANCE (Psychology); BEHAVIORAL assessment
- Publication
Journal of Applied Behavior Analysis, 2007, Vol 40, Issue 3, p447
- ISSN
0021-8855
- Publication type
Article
- DOI
10.1901/jaba.2007.40-447