This review considers the essential feature of performance feedback.
Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An Objective Review of the Effectiveness and Essential Characteristics of Performance Feedback in. Journal of Organization Behavior Management, 21(1), 3-29.
This study evaluated the effects of performance feedback to increase the implementation of skills taught during in-service training.
Auld, R. G., Belfiore, P. J., & Scheeler, M. C. (2010). Increasing Pre-service Teachers’ Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior. Journal of Behavioral Education, 19(2), 169-183.
This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.
Bartels, S. M., & Mortenson, B. P. (2006). Enhancing adherence to a problem-solving model for middle-school pre-referral teams: A performance feedback and checklist approach. Journal of Applied School Psychology, 22(1), 109-123.
This study evaulates the effects of performance feedback as part of proffessional development across three studies.
Barton, E. E., Pribble, L., & Chen, C.-I. (2013). The Use of E-Mail to Deliver Performance-Based Feedback to Early Childhood Practitioners. Journal of Early Intervention, 35(3), 270-297.
Incidental teaching is often a component of early childhood intervention programs. This study evaluated the use of grahical feedback to increase the use of incidental teaching.
Casey, A. M., & McWilliam, R. A. (2008). Graphical Feedback to Increase Teachers’ Use of Incidental Teaching. Journal of Early Intervention, 30(3), 251-268.
This study evaluated the characteristics of effective feedback in early childhood settings.
Casey, A. M., & McWilliam, R. A. (2011). The Characteristics and Effectiveness of Feedback Interventions Applied in Early Childhood Settings. Topics in Early Childhood Special Education, 31(2), 68-77.
This review considered the effects of performance feedback on increasing the rates of praise and opportunities to respond by classroom teachers.
Cavanaugh, B. (2013). Performance Feedback and Teachers’ Use of Praise and Opportunities to Respond: A Review of the Literature. Education & Treatment of Children (West Virginia University Press), 36(1), 111-137. Retrieved from https://muse.jhu.edu/article/492683
This study investigated the effects of performance feedback to increase treatment integrity.
Codding, R. S., Feinberg, A. B., & Dunn, E. K. (2005). Effects of Immediate Performance Feedback on Implementation of Behavior Support Plans. Journal of Applied Behavior Analysis, 38(2), 205-219.
This study evaluated the effects of performance feedback in increasing treatment integrity. It also evaluated the possible reactivitiy effects of being observed.
Codding, R. S., Livanis, A., Pace, G. M., & Vaca, L. (2008). Using Performance Feedback to Improve Treatment Integrity of Classwide Behavior Plans: An Investigation of Observer Reactivity. Journal of Applied Behavior Analysis, 41(3), 417-422.
This study evaluated the use of observational data as a basis for performance feedback on classroom instructional practices.
Colvin, G., Flannery, K. B., Sugai, G., & Monegan, J. (2009). Using Observational Data to Provide Performance Feedback to Teachers: A High School Case Study. Preventing School Failure, 53(2), 95-104. Retrieved from https://eric.ed.gov/?id=EJ822035
This paper reviews various models of instructional coaching and their relation to collaborative consultation.
Denton, C. A., & HASBROUCK, J. A. N. (2009). A Description of Instructional Coaching and its Relationship to Consultation. Journal of Educational & Psychological Consultation, 19(2), 150-175. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10474410802463296?journalCode=hepc20
This study comared the effects of goal setting about student performance and feedback about student performance with daily written feedback about student performance, feedback about accuracy of implementation, and cancelling meetings if integrity criterion was met.
DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers' treatment implementation integrity and students' inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40(3), 447-461.
This paper examines data on 39 charter schools and correlates these data with school effectiveness. We find that class size, per-pupil expenditure, teacher certification, and teacher training—are not correlated with school effectiveness. In stark contrast, we show that frequent teacher feedback, the use of data to guide instruction, high-dosage tutoring, increased instructional time, and high expectations—explains approximately 45 percent of the variation in school effectiveness.
Dobbie, W., & Fryer Jr, R. G. (2013). Getting beneath the veil of effective schools: Evidence from New York City. American Economic Journal: Applied Economics, 5(4), 28-60.
This study evaluated the impact of public feedback in RtI team meetings on the quality of implementation. Feedback improved poor implementation and maintained high level implementation.
Duhon, G. J., Mesmer, E. M., Gregerson, L., & Witt, J. C. (2009). Effects of public feedback during RTI team meetings on teacher implementation integrity and student academic performance. Journal of School Psychology, 47(1), 19-37.
This paper summarizes survey results about the acceptability of different methods for monitoring treatment integrity and performance feedback.
Easton, J. E., & Erchul, W. P. (2011). An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods. Journal of Educational & Psychological Consultation, 21(1), 56-77. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/10474412.2011.544949?journalCode=hepc20.
Erchul makes the argument that efforts to increase treatiment integrity should be conceptualized as social influence strategies because the person implementing is different than the person who developed the plan.
Erchul, W. P. (2013). Treatment Integrity Enhancement via Performance Feedback Conceptualized as an Exercise in Social Influence. Journal of Educational & Psychological Consultation, 23(4).
This paper discusses how coaching can narrow the research to practice gap in education.
Gersten, R., & Morvant, M. (1995). Close to the classroom is close to the bone: Coaching as a means to translate research into. Exceptional Children, 62(1), 52-66.
This article evaluated the effects of response dependent feedback on accurate implementation of an intervention. Whenever teachers failed to meet 100% accuracy criterion they were given feedback about their performance.
Gilbertson, D., Witt, J., Singletary, L., & VanDerHeyden, A. (2007). Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention. Journal of Behavioral Education, 16(4), 311-326.
This paper provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational research, 77(1), 81-112.
This study represents an effort to measure coach teacher alliance as a predictor of teacher and student outcomes.
Johnson, S. R., Pas, E. T., & Bradshaw, C. P. (2016). Understanding and Measuring CoachTeacher Alliance: A Glimpse Inside the Black Box. Prevention Science, 1-11. Retrieved from http://link.springer.com/article/10.1007/s11121-016-0633-8.
This study examined the effects of performance feedback on treatment integrity.
Jones, K. M., Wickstrom, K. F., & Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12(4).
This study reviewed the existing literature on the effectiveness of coaching to improve the implementation of evidence-based practices.
Kretlow, A. G., & Bartholomew, C. C. (2010). Using Coaching to Improve the Fidelity of Evidence-Based Practices: A Review of Studies. Teacher Education & Special Education, 33(4), 279-299. Retrieved from https://eric.ed.gov/?id=EJ901746.
This study evaluated three different types of feedback to determine the effects on teaching practices.
Leach, D. J., & Conto, H. (1999). The Additional Effects of Process and Outcome Feedback Following Brief In-service Teacher Training. Educational Psychology, 19(4), 441.
This study evaluated the effects of performance feedback on the implementation of a classroom intervention.
Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 613-627.
This study contributes to the data-base on the use of performance feedback to increase treatment integrity.
Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, Follow-up, and Implementation of Behavior Management Interventions in General Education. School Psychology Review, 31(2), 217.
This study evaluated the impact of training on treatment integrity. After finding that positive effects lasted 2-4 days, performance feedback was used to increase treatment integrity.
Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12(1).
This study evaluated how teacher burnout, perceptions of efficacy, and perceptions of curriculum supports impacted treatment integrity.
Ransford, C. R., Greenberg, M. T., Domitrovich, C. E., Small, M., & Jacobson, L. (2009). The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum. School Psychology Review, 38(4), 510-532.
This study evaluted the impact of coaching on the implementation of an intervention. Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.
Reinke, W., Stormont, M., Herman, K., & Newcomer, L. (2014). Using Coaching to Support Teacher Implementation of Classroom-based Interventions. Journal of Behavioral Education, 23(1), 150-167.
This paper examines the coaching model imbedded in the Incredible Years Curriculum in terms of effectiveness in promoting generalization to classroom settings.
Reinke, W., Stormont, M., Webster-Stratton, C., Newcomer, L. L., & Herman, K. C. (2012). The incredible years teacher classroom management program: Using coaching to support generalization to real-world classroom settings. Psychology in the Schools, 49(5), 416-428.
This study evaluated the impact of performance feedback as a means of increasing treatment integrity for teachers implementing First Steps to Success.
Rodriguez, B. J., Loman, S. L., & Horner, R. H. (2009). A preliminary analysis of the effects of coaching feedback on teacher implementation fidelity of First Step to Success. Behavior analysis in practice, 2(2), 11-21.
This study evaluated the relative benefits of verbal feedback and verbal plus grahic feedback as a means for increasing treatment integrity. The verbal plus graphic feedback was more effective than verbal feedback alone.
Sanetti, L. M. H., Luiselli, J. K., & Handler, M. W. (2007). Effects of Verbal and Graphic Performance Feedback on Behavior Support Plan Implementation in a Public Elementary School. Behavior Modification, 31(4), 454-465.
This study utilized a “bug in the ear” device to provide immediate feedback on implementation of specific teaching practices.
Scheeler, M. C., Congdon, M., & Stansbery, S. (2010). Providing Immediate Feedback to Co-Teachers Through Bug-in-Ear Technology: An Effective Method of Peer Coaching in Inclusion Classrooms. Teacher Education & Special Education, 33(1).
This paper describes the use of wireless technology to give feedback to students in a teacher prep program about their integrity of implementation.
Scheeler, M. C., McAfee, J. K., & Ruhl, K. L. (2006). Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior. Teacher Education & Special Education, 29(1).
This study evaluated the relationship between the time coaches spent in a classroom and student outcomes.
Shidler, L. (2009). The Impact of Time Spent Coaching for Teacher Efficacy on Student Achievement. Early Childhood Education Journal, 36(5), 453-460. Retrieved from https://link.springer.com/article/10.1007/s10643-008-0298-4
This study is a meta-analysis of studies using performance feedback to improve treatment integrity. The overall result was that performance feedback had moderate effects on integrity.
Solomon, B., Klein, S. A., & Politylo, B. C. (2012). The Effect of Performance Feedback on Teachers’ Treatment Integrity: A Meta-Analysis of the Single-Case Literature. School Psychology Review, 41(2), 160-175.
This paper reviewed the use of coaching to increase the classroom level adoption of interventions within Positive Behavior Interventions and Support.
Stormont, M., & Reinke, W. M. (2012). Using Coaching to Support Classroom-Level Adoption and Use of Interventions Within School-wide Positive Behavioral Interventions and Support Systems. Beyond Behavior, 21(2), 11-19
This is a systematic review of the effects of coaching teachers to implement social behavior interventions.
Stormont, M., Reinke, W. M., Newcomer, L., Marchese, D., & Lewis, C. (2015). Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes: A Review of the Literature. Journal of Positive Behavior Interventions, 17(2).
This study evaluated the level of treatment integrity when parents were conductiong function communication training while being coached via telehealth.
Suess, A., Romani, P., Wacker, D., Dyson, S., Kuhle, J., Lee, J., . . . Waldron, D. (2014). Evaluating the Treatment Fidelity of Parents Who Conduct In-Home Functional Communication Training with Coaching via Telehealth. Journal of Behavioral Education, 23(1), 34-59.
This study evaluated the effects of graphed feedback alone compared to the effects of graphed feedback plus verbal feedback. The combined graphed and verbal resulted in slightly better performance.
Zoder-Martell, K., Dufrene, B., Sterling, H., Tingstrom, D., Blaze, J., Duncan, N., & Harpole, L.-. (2013). Effects of Verbal and Graphed Feedback on Treatment Integrity. Journal of Applied School Psychology, 29(4).