The Use of Weekly Performance Feedback to Increase Teacher Implementation of a Prereferral Academic Intervention

Abstract

The purpose of this study was to investigate the effects of performance feedback on the implementation of a reinforcer-based classroom intervention. The primary treatment agents were four classroom teachers and the degree to which each teacher implemented a prereferral intervention as designed (i.e., treatment integrity) was measured. Levels of teacher treatment integrity and student academic performance were examined and compared across experimental conditions in a multiple baseline design. Performance feedback increased teacher implementation of a prereferral intervention in 3 of the 4 cases. Student data demonstrated improvement but were more variable than teacher data throughout the study. Limitations of this investigation and implications for future research are offered.

Additional information

Notes on contributors

Bruce P. Mortenson

Bruce P. Mortenson is a doctoral student in the School Psychology Program at Louisiana State University in Baton Rouge. During the 1998–1999 academic year, Mr. Mortenson will be completing his internship in the Kyrene School District in Phoenix, Arizona. His areas of professional interest include effective assessment procedures for exceptional students, designing and monitoring classroom based interventions and functional analysis in the classroom.

Joseph C. Witt

Joseph C. Witt, PhD, is a professor at Louisiana State University and Director of the School Psychology Program. His research interests include design and implementation of effective assessment methods for students in general and special education. Dr. Witt also is interested in the effective consultative practices with teachers and parents.