Abstract

The purpose of this pilot project was to develop a tool and a process for providing performance feedback on evidence-based classroom management strategies to teachers of students in emotional support classrooms. The project was carried out with nine classroom teachers and descriptive results are discussed. Initial results found increases in treatment integrity after the first round of performance feedback and increases in student on-task behaviors. The evaluation procedures mirrored the screening approach taken within a response-to-intervention model (i.e., benchmark screening three times a year). The potential for "scaling-up" the techniques of assessing treatment integrity and providing performance feedback, in relation to the implementation of classroom management strategies, is discussed.

pdf

Additional Information

ISSN
1934-8924
Print ISSN
0748-8491
Pages
pp. 537-550
Launched on MUSE
2009-10-11
Open Access
No
Archive Status
Archived 2020
Back To Top

This website uses cookies to ensure you get the best experience on our website. Without cookies your experience may not be seamless.