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Optimal levels of treatment fidelity, a critical moderator of intervention effectiveness, are often difficult to sustain in applied settings. It is unknown whether performance feedback, a widely researched method for increasing educators' treatment fidelity, is an evidence-based practice. The purpose of this review was to evaluate the current research on performance feedback as a strategy to promote the implementation of school-based practices. Studies were evaluated according to What Works Clearinghouse (WWC; Kratochwill et al., 2010) technical guidelines for single-case design, utilizing both the design and evidence standards to determine whether studies provided sufficient evidence for the effectiveness of performance feedback. Results indicate that performance feedback can be termed an evidence-based intervention based on criteria set by the WWC. Implications for future research are described.

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The purpose of this review was to examine the methods used to conduct meta-analyses of singlesubject research involving students with and at-risk for disabilities. Specifically, the procedures used for preparing, aggregating, analyzing, and evaluating single-subject data across 68 primary syntheses were examined. In addition to these methodological and reporting issues, the present review also considered various characteristics of syntheses to determine their overall prevalence and focus. Results of the review indicated that the publication rate of single-subject meta-analyses has increased considerably in recent years, focusing equally on students with high-and low-incidence disabilities. This review revealed considerable variability in the methods and procedures used to synthesize single-subject research. Based on these findings, suggestions for future single-subject meta-analyses were made.

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