The Effects of Oral and Written Performance Feedback on Treatment Integrity and Teacher Self Efficacy
Item
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Title
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The Effects of Oral and Written Performance Feedback on Treatment Integrity and Teacher Self Efficacy
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Identifier
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d_2009_2013:1d407c6a69bd:10748
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identifier
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10966
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Creator
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Kaufman, Dahlia,
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Contributor
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Georgiana Shick Tryon
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Date
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2011
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Language
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English
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Publisher
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City University of New York.
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Subject
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Educational psychology | Performance feedback | Self efficacy | Treatment Integrity
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Abstract
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This study compared the impacts of oral performance feedback (OPFB) and written performance feedback (WPFB) on levels of teachers' treatment integrity for a classroom student behavioral intervention. The relationship of student outcome data to teachers' treatment integrity data was also explored in the study. A second purpose of this study explored the association between teacher self efficacy, PFB, and treatment integrity. It was hypothesized that treatment integrity would increase and remain stable with both OPFB and WPFB. A multiple baseline design across four dyads with changing conditions was used to evaluate the effects of WPFB and OPFB on treatment integrity. Visual analysis of data indicated that while WPFB improved teachers' treatment integrity levels over baseline levels, OPFB was the more effective intervention. The student interventions were found to be effective: All four students exhibited reductions in problem behavior by the Follow-Up observation. Teachers' self efficacy beliefs did not change throughout the course of the study as a result of receiving training in the intervention, with improved treatment integrity, or with delivery of performance feedback.
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Type
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dissertation
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Source
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2009_2013.csv
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degree
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Ph.D.
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Program
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Educational Psychology
