Using Performance Feedback to Improve Treatment Integrity of Classwide Behavior Plans: An Investigation of Observer Reactivity

Codding, Robin S.; Livanis, Andrew; Pace, Gary M.; Vaca, Leslie

doi:10.1901/jaba.2008.41-417

Cited by 76 publications

(59 citation statements)

References 8 publications

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“…Performance feedback, delivered in a variety of different formats, has been shown to effectively improve teachers' and interventionists' treatment implementation of school-based interventions. Daily performance feedback following deteriorating intervention implementation has been demonstrated effective for rapidly improving implementation (Codding, Livanis, Pace, & Vaca, 2008;DiGennaro, Martens, & Kleinmann, 2007;DiGennaro, Martens, & McIntyre, 2005;Noell, Witt, Gilbertson, Ranier, & Freeland, 1997;Witt et al, 1997). Additionally, less frequent performance feedback (e.g., biweekly, weekly; Codding, Feinburg, Dunn, & Pace, 2005;Mortenson & Witt, 1998, respectively) has also been demonstrated as effective for increasing treatment integrity.…”

Section: Procedures For Increasing Treatment Integritymentioning

confidence: 99%

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Dufrene

Parker

Menousek

et al. 2012

Journal of Educational and Psychological Consultation

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Chronic disruptive behaviors during early childhood are associated with many poor developmental outcomes including, but not limited to, school dropout and conduct disorder during adolescence. Much is known regarding effective intervention procedures for disruptive classroom behaviors by preschool children. Unfortunately, evidence-based intervention procedures may not be implemented with integrity in applied settings. Direct behavioral consultation may increase teacher intervention integrity because of direct training procedures used with teachers and students during routine classroom activities. This study evaluated a nondisruptive direct training method for increasing Head Start teachers' use of praise and effective instruction delivery. Results indicated that the direct training procedure implemented during routine instructional activities resulted in increased use of praise and effective instruction delivery that maintained following training. Additionally, increased use of praise and effective instruction delivery resulted in reductions in children's disruptive classroom behavior.The prevalence of disruptive behavior disorders in preschool and early school-age children is approximately 10% and may be as high as 25% forCorrespondence should be sent to Brad A. Dufrene,

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Section: Procedures For Increasing Treatment Integritymentioning

confidence: 99%

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Dufrene

Parker

Menousek

et al. 2012

Journal of Educational and Psychological Consultation

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“…T-test analyses suggested that the amount of time used for praising students, asking questions, and accepting student ideas was higher in the observer present condition. In another experimental study, Codding, Livanis, Pace, and Vaca (2008) found no differences between the observer present versus not present conditions regarding the implementation of a classroom behavior management plan for students with disorders. The evidence based on experimental studies therefore does not point clearly in one direction.…”

Section: Measuring Reactivity Through Approaches Other Than Teacher Rmentioning

confidence: 89%

“…In the complex situation of teaching it is not easy to succeed in actually achieving the two intended experimental conditions. In the study of Codding et al (2008), for example, the observer absent condition was simulated by positioning the observer behind a one-way window. As the teachers saw the window, it can be challenged whether they really felt that the observer was absent.…”

Section: Measuring Reactivity Through Approaches Other Than Teacher Rmentioning

confidence: 99%

Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking

2017

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One prominent problem of conducting observational assessments of teaching quality is the possibility of reactivity effects. To date, the issue of reactivity has received limited empirical attention. The present study, therefore, investigated reactivity in 447 students from 24 classes as well as their 12 teachers. We compared reactivity during lessons that were video-recorded with those that were not: according to t-test analyses of teacher ratings and MIMIC analyses of student ratings, no significant differences emerged in teaching quality or teaching practices. Significant differences were found in teacher and student emotions, as well as in student cognition and behavior. Supplementary eye-tracking analyses indicated reactivity depleted after 1 minute 20 seconds. The results are discussed with respect to their relevance for future video studies on classroom instruction.

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“…However, the current studies did not include performance feedback; thus, they fall into a small group of studies that have shown that goal setting alone can alter behavior in meaningful ways. This finding has particular clinical importance because the delivery of performance feedback, which is known to be effective in improving treatment adherence, is often resisted due to the time, effort, and costs required to provide it (Cochrane & Laux, 2008;Codding, Livanis, Pace, & Vaca, 2008;Hagermoser Sanetti, Luiselli, & Handler, 2007;Perepletchikova, Hilt, Chereji, & Kazdin, 2009). …”

Section: Discussionmentioning

confidence: 99%

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies

Cohrs

Shriver

Burke³

et al. 2016

Jnl of Applied Behav Analysis

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We evaluated the impact of antecedent specificity in goal statements on adherence to positive behavior-management strategies. Teaching staff were recruited from 2 different school settings where there were routine expectations to use behavior-specific praise in the classroom, but adherence was poor. In a concurrent multiple baseline design, the use of behavior-specific praise by 4 participants was found to be unaffected by goal statements that increasingly specified the behavior to be used and the conditions under which the behavior should occur. However, adherence by 3 of the 4 participants did change when goal statements included teacher-specified frequencies with which the behavior should occur. Results were systematically replicated in a second study in which, in a concurrent multiple baseline design, 3 participants showed marked increases in adherence when goal statements specified the target behavior, the conditions under which it should occur, and the frequency with which it should occur.

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Using Performance Feedback to Improve Treatment Integrity of Classwide Behavior Plans: An Investigation of Observer Reactivity

Cited by 76 publications

References 8 publications

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Direct Behavioral Consultation in Head Start to Increase Teacher Use of Praise and Effective Instruction Delivery

Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking

Evaluation of increasing antecedent specificity in goal statements on adherence to positive behavior-management strategies

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