Performance management and maintenance of data recording by educational care providers.

Abstract

This study evaluated performance improvement interventions to increase and maintain data recording of activity completion with students by 9 educational care providers. Implemented in a multiple baseline design across 2 classrooms, activity completion data recording increased when the instructors received weekly written and graphic feedback from a supervisor. In a second intervention phase, the instructors maintained near-100% activity completion data recording through self-management without written and graphic feedback and with faded supervision contact. The classroom instructors positively rated all intervention components and recommended the type of supervision to other staff. Study results support written and graphic feedback, self-management, and supervision fading as practical methods for improving and maintaining performance competencies of care providers within education service settings.