Effects of Supervisor Performance Feedback on Increasing Preservice Teachers' Positive Communication Behaviors With Students With Emotional and Behavioral Disorders

Abstract

The purposes of this study were to examine the effects of supervisor performance feedback on preservice teachers' rates of positive and negative communication behaviors with students with emotional and behavioral disorders and the effects of the intervention on the preservice teachers' perceptions of classroom management and climate. The authors used a multiple baseline design across preservice teachers with a 1-min interval recording system to measure the frequencies of positive and negative verbal and nonverbal communication behaviors of preservice teachers. They also recorded preservice teachers' statements and gestures to provide specific performance feedback. Preservice teachers' perceptions on the effects of the intervention were monitored using their reflective journal entries. Specific performance feedback increased the ratio of positive-to-negative preservice teacher communication behaviors. In addition, preservice teacher satisfaction was improved. Results suggest that supervisors' use of specific performance feedback may assist preservice teachers to implement a higher ratio of positive-to-negative communications with their students.