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 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.
One of the primary goals of implementation science is to insure that programs are implemented with integrity. This paper presents an integrated model of implementation that emphasizes treatment integrity.
Berkel, C., Mauricio, A. M., Schoenfelder, E., Sandler, I. N., & Collier-Meek, M. (2011). Putting the pieces together: An Integrated Model of program implementation. Prevention Science, 12, 23-33.
This study investigated the effects of performance feedback as a means for increasing the integrity of problem-solving teams following a decision protocol.
Burns, M. K., Peters, R., & Noell, G. H. (2008). Using performance feedback to enhance implementation fidelity of the problem-solving team process. Journal of School Psychology, 46(5), 537-550.
This review assesses the effectiveness of school-based curricula, finance, management, and teacher’s decision-making. This report has implications for the impact of charter schools, as the primary intervention in this model is local control. The report finds limited evidence of the effectiveness of these reforms, especially from low-income countries.
Carr-Hill, R., Rolleston, C., Pherali, T., & Schendel, R. (2014). The effects of school-based decision making on educational outcomes in low-and middle-income contexts: A systematic review.
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.
One of the challenges for increasing treatment integrity is finding effective methods for doing so. This study evaluated the use of checklist-based training to increase treatment integrity.
Casey, A. M., & McWilliam, R. A. (2011). The impact of checklist-based training on teachers’ use of the zone defense schedule. Journal of Applied Behavior Analysis, 44(2), 397-401.
This study evaluated the impact of performance feedback on how well problem-solving teams implemeted a structured decision-making protocal. Teams performed better when feedback was provided.
Codding, R. S., & Smyth, C. A. (2008). Using Performance Feedback To Decrease Classroom Transition Time And Examine Collateral Effects On Academic Engagement. Journal of Educational & Psychological Consultation, 18(4), 325-345. Retrieved from http://content.epnet.com/ContentServer.asp?T=P&P=AN&K=35383935&EbscoContent=dGJyMNXb4kSeprY4zdnyOLCmr0yep7VSr6m4Ta6WxWXS&ContentCustomer=dGJyMOzprk%2BvqrdPuePfgeyx%2BEu3q64A&D=eue
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 effects of video modeling on staff implementation of a problem solving intervention.
Collins, S., Higbee, T. S., & Salzberg, C. L. (2009). The effects of video modeling on staff implementation of a problem-solving intervention with adults with developmental disabilities. Journal of applied behavior analysis, 42(4), 849-854.
This study evaluated the effects of allowing teachers to “test drive” interventions and then select the intervention they most preferred. The result was an increase in treatment integrity.
Dart, E. H., Cook, C. R., Collins, T. A., Gresham, F. M., & Chenier, J. S. (2012). Test Driving Interventions to Increase Treatment Integrity and Student Outcomes. School Psychology Review, 41(4), 467-481.
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 study evaluated the impact of allowing teachers to miss coaching meetings if their treatment integrity scores met or exceeded criterion.
DiGennaro, F. D., Martens, B. K., & McIntyre, L. L. (2005). Increasing Treatment Integrity Through Negative Reinforcement: Effects on Teacher and Student Behavior. School Psychology Review, 34(2), 220-231.
This study evaluated the effects of video modeling on how well teachers implemented interventions. There was an increase in integrity but it remained variable. More stable patterns of implementation were observed when teachers were given feedback about their peroformance.
Digennaro-Reed, F. D., Codding, R., Catania, C. N., & Maguire, H. (2010). Effects of video modeling on treatment integrity of behavioral interventions. Journal of Applied Behavior Analysis, 43(2), 291-295.
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 describes the scaling up and dissemination of a partent training program in Norway while maintaining fidelity of implementation.
Forgatch, M. S., & DeGarmo, D. S. (2011). Sustaining fidelity following the nationwide PMTO implementation in Norway. Prevention Science, 12(3), 235-246. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3153633
Garbacz, L., Brown, D., Spee, G., Polo, A., & Budd, K. (2014). Establishing Treatment Fidelity in Evidence-Based Parent Training Programs for Externalizing Disorders in Children and Adolescents. Clinical Child & Family Psychology Review, 17(3).
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.
Organizations house many individuals. Many of them are responsible implementing the same practice. If organizations are to meet their goal it is important for the organization have systems for assuring high levels of treatment integrity.
Gottfredson, D. C. (1993). Strategies for Improving Treatment Integrity in Organizational Consultation. Journal of Educational & Psychological Consultation, 4(3), 275.
Describes the effects of internal school staff providing feedback to teachers as a means of increasing treatment integrity. It was necessary to have someone provide feedback to internal staff about how well they implemented the plan to provide feedback to teachers. Makes the case that treatment integrity is requires multi-tier systems of support if interventions are to be implemented effectively.
Hagermoser, S., Lisa M., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing Teacher Treatment Integrity Through Performance Feedback Provided By School Personnel. Psychology in the Schools, 50(2), 134-150.
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).
Since the beginning of the century, feedback interventions (FIs) produced negative--but largely ignored--effects on performance. A meta-analysis (607 effect sizes; 23,663 observations) suggests that FIs improved performance on average ( d = .41) but that over one-third of the FIs decreased performance
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284.
This study evaluated the effects of an intensive training progam for paraeducators responsible for implementing a group contingency intervention for classroom behavior.
Maggin, D. M., Fallon, L. M., Hagermoser, S., Lisa M., & Ruberto, L. M. (2012). Training Paraeducators to Implement a Group Contingency Protocol: Direct and Collateral Effects. Behavioral Disorders, 38(1), 18-37.
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 compared the effects of discussing issues of implementation challenges and performance feedback on increasing the integrity of implementation. Performance feedback was more effective than discussion in increasing integrity.
Noell, G. H., & Witt, J. C. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33(3), 271.
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 three approaches to behavioral consultation and their impact on treatment integrity. Performance feedback was associated with superior treatment implementation and child behavioral outcomes.
Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., . . . Duhon, G. J. (2005). Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies. School Psychology Review, 34(1), 87-106.
This study evaluated the effects of a pyramidal training model to improve teachers’ implementation of functional analysis components. An expert trained a group of teachers who then trained another group of teachers. All teachers improved their ability to conduct functional analyses.
Pence, S., St., P., Claire, & Giles, A. (2014). Teacher Acquisition of Functional Analysis Methods Using Pyramidal Training. Journal of Behavioral Education, 23(1), 132-149.
This study evaluated the effects of performance feedback to pre-service teachers to increase their rates of positive and negative communication with students.
Rathel, J. M., Drasgow, E., & Christle, C. C. (2008). Effects of Supervisor Performance Feedback on Increasing Preservice Teachers’ Positive Communication Behaviors With Students With Emotional and Behavioral Disorders. Journal of Emotional & Behavioral Disorders, 16(2), 67-77.
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.
It is proposed in this paper that interventions are most likely to be implemented when they draw from existing practices in a classroom.
Riley-Tillman, T. C., & Chafouleas, S. M. (2003). Using Interventions That Exist in the Natural Environment to Increase Treatment Integrity and Social Influence in Consultation. Journal of Educational & Psychological Consultation, 14(2), 139-156.
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 paper describes a multi-tier system of supports for teachers as they implement an intervention.
Sanetti, L. M. H., & Collier-Meek, M. A.-. (2015). Data-Driven Delivery of Implementation Supports in a Multi-Tiered Framework: A Pilot Study. Psychology in the Schools, 52(8). 815-828
This study evaluated the Treatment Integiry Planning Protocol as a means for increasing treatment integrity.
Sanetti, L. M. H., & Kratochwill, T. R. (2009). Treatment Integrity Assessment in the Schools: An Evaluation of the Treatment Integrity Planning Protocol. School Psychology Quarterly, 24(1), 24-35.
This paper describes treatment integrity assessment and intervention for practicing school psychologists.
Sanetti, L. M. H., & Kratochwill, T. R. (2011). An Evaluation of the Treatment Integrity Planning Protocol and Two Schedules of Treatment Integrity Self-Report: Impact on Implementation and Report Accuracy. Journal of Educational & Psychological Consultation, 21(4), 284-308.
This study evaluated four methods for teachers self reporting how well they implemented an intervention.
Sanetti, L. M. H., Chafouleas, S. M., O’Keeffe, B. V., & Kilgus, S. P. (2013). Treatment Integrity Assessment of a Daily Report Card Intervention: A Preliminary Evaluation of Two Methods and Frequencies. Canadian Journal of School Psychology, 28(3), 261-276.
This study evaluates the efficacy of the Implementation Planning Protocol as a means for increasing treatment integrity.
Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Byron, J., & Kratochwill, T. R. (2015). Increasing teacher treatment integrity of behavior support plans through consultation and implementation planning. Journal of School Psychology, 53(3), 209-229.
This paper evaluated the impact of Implementation Planning on teacher level of treatment integrity.
Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers' adherence and quality to behavior support plans. Psychology in the Schools, 51(8), 879-895.
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 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 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 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).