27:T4a3,

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.

28:T539,

Measuring moment-to-moment interactions between teachers and students with persistent challenging behavior can help explain broader behavioral patterns in the classroom and identify ways to initiate change in teacher–student interaction cycles. In this U.S. descriptive observational study, we conducted a series of classroom observations for each of 20 students referred for individualized behavior support. We collected timed-event count data on teacher opportunities to respond (OTRs), teacher praise, student challenging behavior, and student active responding. Using sequential analysis and multilevel modeling to account for observations nested within student, we tested a series of hypotheses on whether and how certain behaviors impacted the momentary likelihood of others. Among other findings, results showed teacher OTRs decreased the momentary likelihood of student challenging behavior; student challenging behavior decreased the momentary likelihood of teacher OTRs; and student active responding increased the momentary likelihood of subsequent OTRs and praise. Our findings extend the literature on teacher OTRs to students with persistent challenging behavior and contribute evidence to recently developed sequential analysis methods designed to better control for base rates and chance sequencing of behaviors.

29:T443,

Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student outcomes. However, middle school teachers may not have the repertoire to systemically implement such classroom-level strategies to fidelity, particularly in co-teaching arrangements. This U.S. study investigated the impact of a classroom-level interdependent group contingency model, Classwide FIT (CW-FIT) on middle school student behavior. Two single-case withdrawal designs were used to evaluate the effects across two co-taught middle school classrooms. Furthermore, teacher-selected modifications to the system were explored as well as teacher and student perceptions of social validity. Results indicated the intervention and intervention modifications improved student appropriately engaged behavior and demonstrated social validity. Limitations of the study and directions for future inquiry are presented.

2a:T4d5,

This sequential explanatory mixed methods study with a complementarity rationale examined the differential experiences of MTSS implementation in three Positive Behavior Interventions and Supports (PBIS)–implementing and three non-implementing secondary schools in the Midwestern United States. Using a survey and follow-up interviews with a sample of 25 secondary school leadership team (SLT) members, this study sought to understand (1) their