Classroom teachers may be tasked with implementing behavior intervention plans (BIPs) requiring intensive individualized intervention for students with significant behavioral needs. However, depending on teacher knowledge and experience, districts may need more time, resources, or personnel to provide sufficient support and training for educators to ensure that BIPs are implemented with fidelity. This study used a nonconcurrent multiple baseline design across participants to investigate the effects of a delayed online performance feedback intervention on increasing mean levels of fidelity of BIP implementation across two classroom teachers. Data indicate that both participants showed increases in the mean fidelity of BIP implementation following intervention. A pre-intervention/post-intervention social validity survey indicated high teacher acceptance of the delayed online performance feedback intervention, suggesting the intervention may be helpful for districts with limited resources and a cost/time-effective alternative to traditional teacher training models that could be implemented district-wide. Future research directions are discussed.
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