Supporting teacher use of interventions: Effects of response dependent performance feedback on teacher implementation of a math intervention

被引：37

作者：

Gilbertson D. ^{[1
]}

Witt J.C. ^{[2
]}

Singletary L.L. ^{[2
]}

VanDerHeyden A. ^{[3
]}

机构：

[1] Department of Psychology, Utah State University, Logan

[2] Louisiana State University, Baton Rouge

[3] University of California, Santa Barbara, Santa Barbara

来源：

Journal of Behavioral Education | 2007年 / 16卷 / 4期

关键词：

Consultation; Performance feedback; Teacher treatment integrity;

D O I：

10.1007/s10864-007-9043-0

中图分类号：

学科分类号：

摘要：

This study examined general education teachers' implementation of a peer tutoring intervention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention implementation by four teachers was consistently low or exhibited a downward trend whereas one teacher's moderate implementation co-occurred with student gains. When classroom training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately implementing the intervention for three training sessions with classroom training, response dependent performance feedback was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels above the verbal training performance, whereas implementation for one teacher increased following discussion of an upcoming school team meeting. Student math scores improved during intervention. © 2007 Springer Science+Business Media, Inc.

引用

页码：311 / 326

页数：15

共 27 条

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