Imagen de Portada
Código QR

Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance.

Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary...

Descripción completa

Publicado en:Behavioral Disorders Vol. 44; no. 3; pp. 175 - 190
Autores principales: Ginns, Diana S., Begeny, John C.
Formato: research tables/charts Journal Article
Publicado: Sage Publications Inc. May2019
Acceso en línea:Ver este registro en EBSCOhost
fields @attributes:
  recordID: 1
pdfLink:
plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=135928807&site=ehost-live
header:
  @attributes:
    shortDbName: ccm
    uiTerm: 135928807
    longDbName: CINAHL Complete
    uiTag: AN
  controlInfo:
    bkinfo:
    dissinfo:
    jinfo:
      jid:
        01987429
        BHD
      jtl: Behavioral Disorders
      issn: 01987429
      maglogo: Y
    pubinfo:
      dt: May2019
      vid: 44
      iid: 3
      pid: 344
      pub: Sage Publications Inc.
      place: Thousand Oaks, California
    artinfo:
      ui:
        135928807
        135928807
        135928807
        10.1177/0198742918795884
        135928807
      ppf: 175
      ppct: 15
      formats:
        fmt:
          – @attributes:
              type: T
          – @attributes:
              type: P
      tig:
        atl: Effects of Performance Feedback on Treatment Integrity of a Class-Wide Level System for Secondary Students With Emotional Disturbance.
      aug:
        au:
          Ginns, Diana S.
          Begeny, John C.
        affil: University of California, Riverside, USA
      sug:
        subj:
          Academic Performance
          Feedback
          Students, High School Psychosocial Factors
          Affective Disorders Therapy
          Faculty-Student Relations
          Human
          Disruptive Behavior
          Faculty Development
          Academic Achievement
          Learning Environment
      ab: Traditional professional development for teachers seldom results in program implementation with high fidelity or improved student outcomes. In this study, we evaluated the effects of performance feedback on the implementation of a class-wide, behavioral level system in four self-contained, secondary classrooms for students identified with emotional disturbance. Using a multiple-baseline across-participants design, we examined the effects of performance feedback on the treatment integrity of the level system, along with changes in student engagement and student disruptive behavior. Results indicated a clear functional relation between performance feedback and teachers' treatment integrity, with less of a relation observed between performance feedback and students' academic engagement or disruptive behaviors. Implications of these findings are discussed within the context of effective behavioral interventions for students with significant behavioral challenges.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
    refInfo:
    holdings:
      @attributes:
        islocal: N