UC Riverside

Performance feedback has been beneficial at enhancing the treatment integrity of behavioral intervention outcomes. However, few researchers have attempted to use performance feedback to increase teachers' use of classroom management practices. The purpose of this study was to determine if there is a functional relationship between performance feedback and treatment integrity of targeted classroom management practices. In addition, the extent to which performance feedback can enhance student behavioral outcomes was examined. Direct observation data were used to report teacher use of targeted classroom management practices, student engagement, and student disruptive behavior. The functional relationship between performance feedback and teacher implementation fidelity of classroom management practices and student behavioral outcomes was examined using a single-case multiple baseline design. Participants included five teachers from an urban school district in Southern California. Once a week, for 10-weeks, teachers met for performance feedback sessions of classroom management practices and student engagement with the consultant. Effect size analyses were used in conjunction with visual analyses. Results showed that a functional relationship between performance feedback and improved fidelity of two classroom management practices was obtained (specific praise and error correction), as well as increased engagement and decreased disruptive behavior. This study provides evidence that performance feedback can be useful in improving student engagement and reducing disruptive behavior at a classwide level. Additionally, teachers found performance feedback to be socially valid. Implications and suggestions for future research are also discussed.