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Behavior Modification
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Effects of Verbal and Graphic Performance Feedback on Behavior Support Plan Implementation in a Public Elementary School

Lisa M. Hagermoser Sanetti

May Institute and May Center for Applied Research, Randolph, MA, lsanetti{at}mayinstitute.org

James K. Luiselli

May Institute and May Center for Applied Research, Randolph, MA, jluiselli{at}mayinstitute.org

Marcie W. Handler

May Institute and May Center for Applied Research, Randolph, MA

Previous research suggests that performance feedback improves treatment integrity. This study compared the effects of verbal performance feedback and verbal plus graphic performance feedback on implementation of a student-specific behavior support plan (BSP) by members of a second-grade teaching team at a public elementary school. A consultant to the school delivered feedback following regularly scheduled classroom observations. Results indicated that combining verbal and graphic performance feedback was more effective than verbal performance feedback alone in improving treatment integrity. Informal data collected on student performance also suggested that appropriate behavior increased with better implementation of the BSP. Clinical and research issues are discussed.

Key Words: treatment integrity • performance feedback • consultation • public schools

Behavior Modification, Vol. 31, No. 4, 454-465 (2007)
DOI: 10.1177/0145445506297583
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[Abstract] [PDF]