The Effects of Performance Feedback on Treatment Integrity in School-Based Consultation.

Abstract

This study examined the relative effectiveness of traditional consultation, with and without performance feedback, on treatment integrity. Six teachers employed in a residential treatment community were responsible for treatment implementation. Treatment integrity was defined as the percentage of 2 min intervals during which contingent teacher attention for student on-task behavior was directly observed. Teacher and child behavior were monitored across baseline, traditional consultation, and consultation with performance feedback conditions in a multiple baseline design. In only one of six cases did mean levels of contingent teacher attention, following a Problem Identification Interview and Problem Analysis Interview (Bergan, 1977), exceed 35%. For the remaining cases, the addition of a performance feedback package increased levels of treatment integrity, with mean levels ranging from 42% to 77%. In two of the six cases, increases in treatment integrity were associated with increases in student on-task behavior.