Effects of Verbal and Written Performance Feedback on Treatment Adherence: Practical Application of Two Delivery Formats

Dahlia Kaufman, Robin S. Codding, Keith A. Markus, Georgiana Shick Tryon, Eden Nagler Kyse

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

Abstract

Verbal and written performance feedback for improving preschool and kindergarten teachers' treatment integrity of behavior plans was compared using a combined multiple-baseline and multiple-treatment design across teacher-student dyads with order counterbalanced as within-series conditions. Supplemental generalized least square regression analyses were included to evaluate significance. Maintenance of treatment integrity following termination of performance feedback was included and correspondence between treatment integrity and student behavior change was examined. Results suggested that both forms of feedback were effective for improving treatment integrity but that verbal performance feedback resulted in immediate and sustained improvements with moderate to strong correspondence with student behavior change.

Original languageEnglish (US)
Pages (from-to)264-299
Number of pages36
JournalJournal of Educational and Psychological Consultation
Volume23
Issue number4
DOIs
StatePublished - Oct 1 2013

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