The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Prereferral Academic Intervention
- 1 December 1998
- journal article
- research article
- Published by Taylor & Francis in School Psychology Review
- Vol. 27 (4), 613-627
- https://doi.org/10.1080/02796015.1998.12085942
Abstract
The purpose of this study was to investigate the effects of performance feedback on the implementation of a reinforcer-based classroom intervention. The primary treatment agents were four classroom teachers and the degree to which each teacher implemented a prereferral intervention as designed (i.e., treatment integrity) was measured. Levels of teacher treatment integrity and student academic performance were examined and compared across experimental conditions in a multiple baseline design. Performance feedback increased teacher implementation of a prereferral intervention in 3 of the 4 cases. Student data demonstrated improvement but were more variable than teacher data throughout the study. Limitations of this investigation and implications for future research are offered.Keywords
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