Effects of Delayed Online Performance Feedback on BIP Implementation Fidelity.
Classroom teachers may be tasked with implementing behavior intervention plans (BIPs) requiring intensive individualized intervention for students with significant behavioral needs. However, depending on teacher knowledge and experience, districts may need more time, resources, or personnel to provi...
| Publicado en: | Behavioral Disorders p. 1 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Sage Publications Inc.
Jan2026
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| 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=191250129&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191250129 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Jan2026 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 191250129 10.1177/01987429261416533 191250129 ppf: 1 formats: fmt: @attributes: type: P tig: atl: Effects of Delayed Online Performance Feedback on BIP Implementation Fidelity. aug: au: Atwood, Julie Purser, Jacquelyn Peltier, Corey Hott, Brittany L. affil: The University of Oklahoma, Norman, USA sug: ab: Classroom teachers may be tasked with implementing behavior intervention plans (BIPs) requiring intensive individualized intervention for students with significant behavioral needs. However, depending on teacher knowledge and experience, districts may need more time, resources, or personnel to provide sufficient support and training for educators to ensure that BIPs are implemented with fidelity. This study used a nonconcurrent multiple baseline design across participants to investigate the effects of a delayed online performance feedback intervention on increasing mean levels of fidelity of BIP implementation across two classroom teachers. Data indicate that both participants showed increases in the mean fidelity of BIP implementation following intervention. A pre-intervention/post-intervention social validity survey indicated high teacher acceptance of the delayed online performance feedback intervention, suggesting the intervention may be helpful for districts with limited resources and a cost/time-effective alternative to traditional teacher training models that could be implemented district-wide. Future research directions are discussed. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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