The Impact of the Temporal Location of Performance Feedback on Teachers’ Use of Classroom Management Practices

Abstract

Performance feedback is an evidence-based implementation support strategy; however, the conditions under which it most effectively operates are unknown. This U.S. study compared telemediated performance feedback provided at two temporal locations (i.e., directly before and following observation sessions) to first-year teachers of middle school students with emotional and behavioral disorders. Within an adapted alternating treatments design, feedback was provided on teachers’ use of behavior-specific precorrections and praise during virtual instruction. For three of the four teacher participants, performance feedback provided at both temporal locations increased their frequency of precorrections and praise. For two participants, performance feedback provided directly prior to the next observation was more effective than feedback provided directly following the observation. Results of a usability survey suggest that participants found feedback provided at both temporal locations to be effective but preferred receiving post-observation feedback. Future directions in research and implications for designing classroom coaching and consultation systems are discussed.