Previous research suggests that performance feedback improves treatment integrity. This study compared the effects of verbal performance feedback and verbal plus graphic performance feedback on implementation of a student-specific behavior support plan (BSP) by members of a second-grade teaching team at a public elementary school. A consultant to the school delivered feedback following regularly scheduled classroom observations. Results indicated that combining verbal and graphic performance feedback was more effective than verbal performance feedback alone in improving treatment integrity. Informal data collected on student performance also suggested that appropriate behavior increased with better implementation of the BSP. Clinical and research issues are discussed.
Balcazar, F.E., Hopkins, B., & Suarez, Y. (1985). A critical objective review of performance feedback . Journal of Organizational Behavior Management, 7, 65-89.
2.
Bergan, J.R., & Kratochwill, T.R. (1990). Behavioral consultation in applied settings. New York: Plenum.
3.
Codding, R.S., Feinberg, A.B., Dunn, E.K., & Pace, G.M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis , 38, 205-219.
4.
Gresham, F.M. (1989). Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, 18, 37-50.
5.
Gresham, F.M., Gansle, K.A., & Noell, G.H. (1993). Treatment integrity in applied behavior analysis with children. Journal of Applied Behavior Analysis, 26, 257-263.
6.
Gresham, F.M., Gansle, K.A., Noell, G.H., Cohen, S., & Rosenblum, S. (1993). Treatment integrity of school-based behavioral intervention studies: 1980-1990. School Psychology Review , 22, 254-272.
7.
Gresham, F.M., MacMillan, D.L., Beebe Frankenberger, M.E., & Bocian, K.M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented?Learning Disabilities Research and Practice, 15, 198-205.
8.
Happe, D. (1982). Behavioral intervention: It doesn't do any good in your briefcase. In J. Grimes (Ed.), Psychological approaches to problems of children and adolescents (pp. 15-41). Des Moines, IA: Iowa Department of Public Instruction .
9.
Kratochwill, T.R., & Stoiber, K.C. (2000). Empirically supported interventions and school psychology: Rationale and methodological issues—Part I. School Psychology Quarterly, 15, 75-105.
10.
Kratochwill, T.R., Stoiber, K.C., Christenson, S., Durlack, J., Levin, J.R., Talley, R., et al. (2002). Procedural and coding manual for review of Evidence-Based Interventions. Developed in conjunction with the Division 16 and Society for the Study of School Psychology Task Force on Evidence-Based Interventions.
11.
Luiselli, J. K., & Diament, C. (Eds.) (2002). Behavior psychology in the schools: Innovations in evaluation, support, and consultation. New York: The Haworth Press.
Mortenson, B.P., & Witt, J.C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 27, 613-627.
14.
Noell, G.H., Gresham, F.M., & Gansle, K.A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of BehavioralEducation, 11, 51-67.
15.
Noell, G.H., Witt, J.C., Gilbertson, D.N., Ranier, D.D., & Freeland, J.T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77-88.
16.
Noell, G.H., Witt, J.C., LaFleur, L.H., Mortenson, B.P., Ranier, D.D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies . Journal of Applied Behavior Analysis, 33, 271-284.
17.
Noell, G.H., Witt, J.C., Slider, N.J., Connell, J.E., Gatti, S.L., Williams, K.L., et al. (2005). Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review, 34, 87-106.
18.
O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/Cole.
19.
Peterson, L., Homer, A., & Wonderlich, S. (1982). The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis, 15, 477-492.
20.
Sterling-Turner, H.E., Watson, T.S., & Moore, J.W. (2002). The effects of direct training and treatment integrity on treatment outcomes in school consultation. School Psychology Quarterly, 17, 47-77.
21.
U.S. Department of Education. (2001). The No Child Left Behind act. Washington, DC: Author.
22.
Walker, H.M., & McConnell, S.R. (1995). Walker-McConnell scale of social competence and school adjustment, elementary version. New York: Wadsworth.
23.
Wickstrom, K.F., Jones, K.M., LaFleur, L.H., & Witt, J.C. (1998). An analysis of treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 13, 141-154.
24.
Witt, J.C., Noell, G.H., LaFleur, L.H., & Mortenson, B.P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693-696.
