Increasing teacher intervention implementation in general education settings through consultation and performance feedback.

Abstract

This study examined the treatment integrity with which general education teachers implemented a reinforcement based intervention designed to improve the academic performance of elementary school students. The intervention was implemented for three children who were referred for consultation services and were identified as exhibiting performance deficits based on prior assessment. Treatment integrity was assessed via permanent products produced by the intervention. The results showed that teachers, maintained adequate treatment integrity for two to four days, after which, implementation began to deteriorate. Subsequent implementation of daily performance feedback by a consultant markedly improved treatment integrity. Intervention use improved student performance for two of the participating students.Consultation and collaboration between general education teachers and specialists such as school psychologists have been widely advocated as means of developing and implementing interventions in general education. Models for the delivery of consultation services such as collaborative consultation (

Treatment Integrity of School-Based Behavior Analytic Interventions: A Review of the Research

“…The consultant and the teacher problem-solve ways in which treatment integrity can be improved, and praise is provided for all components of the intervention that were implemented correctly . To illustrate, Witt et al (1997), Noell et al (1997), and Jones et al (1997) compared daily performance feedback to a more traditional model of classroom consultation. Traditional consultation (didactic instruction and provision of rationale for intervention) was ineffective in maintaining teacher implementation of individualized interventions.…”

“…To respond to this concern, much research has focused on the effects of continued performance feedback on teachers' treatment implementation (Gilbertson, Witt, Singletary, & VanDerHeyden, 2007;Jones et al, 1997;Noell, Duhon, et al, 2002;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;Noell et al, 2000Noell et al, , 2005. In a performance feedback model, consultants collect treatment integrity data through direct observation or permanent product recording and meet with the teacher to share data on treatment integrity and student behavior.…”

Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms

“…Performance feedback can be used in different educational settings (Codding, Feinberg, Dunn, & Pace, 2005;Noell et al, 2005) and for different purposes (Hagermoser-Sanetti, Luiselli, & Handler, 2007;Mortenson & Witt, 1998;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;Noell et al, 2000). Generally, PF can be used along with social rewards after teaching a new strategy to the teachers for use in their classrooms (Casey & McWilliam, 2008), or it can also involve problem solving or answering questions (Akalın, 2014a).…”

The Effect of a Multi-Component Consultation Intervention on the Pragmatic Language Skills of Students with Symptoms of Attention Deficit Hyperactivity Disorder

“…Behavior modification is one example of an evidence-based intervention for children with ADHD that focuses on functional domains such as social and academic performance. This type of behavioral intervention is commonly implemented in the school setting for children with ADHD who qualify to receive school-based services (Evans, Serpell, Schultz, & Pastor, 2007;Fabiano et al, 2010;Han & Weiss, 2005;Jones, Wickstrom, & Friman, 1997;Noell et al, 1997;Pelham & Fabiano, 2008;Witt, Noell, LaFleur, & Mortenson, 1997). Many successful behavioral modification strategies implement contingency management, or manipulation of consequences.…”

“…The effects of behavior difficulties on the learning environment and the high cost of educating students with ADHD (Fabiano et al, 2010;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997) are important reasons for intervention in school. Behavior modification is one example of an evidence-based intervention for children with ADHD that focuses on functional domains such as social and academic performance.…”