Skip to main content
eScholarship
Open Access Publications from the University of California

UC Riverside

UC Riverside Electronic Theses and Dissertations bannerUC Riverside

The Impact of Performance Feedback on Treatment Integrity and Outcomes for a Class-Wide Peer Tutoring Reading Intervention

Abstract

To improve reading proficiency, evidence-based interventions need to be implemented with integrity in schools. Using a multiple baseline single case design, this study examined the impact of performance feedback from consultants on treatment integrity and student outcomes for Peer Assisted Learning Strategies, an evidence-based, standard protocol, class-wide peer tutoring intervention. Participants were four grade 2 to 5 general education teachers and the students in their classes. Results showed a functional relationship between performance feedback and treatment integrity, including higher treatment integrity of core intervention components. Reading growth rates appeared to have increased, but changes were not statistically significant. Overall, teachers rated the performance feedback procedure and PALS positively. Limitations of the study, implications for practice, and directions for future research are discussed.

Main Content
For improved accessibility of PDF content, download the file to your device.
Current View