Series Note
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Title
Increasing Teachers' Adherence to a Classwide Intervention through Performance Feedback Provided by a School-based Consultant: A Case Study
Publication Date
2014
Document Type
Article
Abstract
Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a school-based consultant to teachers implementing a classwide behavioral intervention. Teacher treatment adherence and student outcomes were also evaluated. Results indicate that overall, (a) teachers demonstrated moderate-to-high, but variable, levels of treatment adherence; (b) when teachers demonstrated lower levels of treatment adherence, the school-based consultant implemented PF with high adherence for 5 weeks, after which adherence varied; and (c) student outcomes improved.
Original Citation
Sanetti, L., Chafouleas, S. M., Fallon, L. M., & Jaffrey, R. (2014). Increasing Teachers' Adherence to a Classwide Intervention through Performance Feedback Provided by a School-based Consultant: A Case Study. Journal of Educational & Psychological Consultation, 24(3), 239-260. https://doi.org/10.1080/10474412.2014.923734
Identifier
Virtual Commons Citation
Hagermoser Sanetti, Lisa M.; Chafouleas, Sandra M.; Fallon, Lindsay M.; and Jaffrey, Rose (2014). Increasing Teachers' Adherence to a Classwide Intervention through Performance Feedback Provided by a School-based Consultant: A Case Study. In Special Education and Communication Disorders Faculty Publications. Paper 6.
Available at: https://vc.bridgew.edu/spec_commdis_fac/6