AI Article Synopsis
- The study aimed to assess whether performance feedback (PFB) could improve data collection practices among classroom teams responsible for tracking student performance during lessons.
- Using a multiple-baseline design, the research showed that PFB led to significant improvements in data collection for both targeted students and their classmates across all four participating classrooms.
- The findings also indicated slight increases in on-task behavior in three classrooms and high levels of teacher satisfaction with the PFB intervention.
Article Abstract
This study's primary goal was to evaluate the use of performance feedback procedures delivered to a classroom team to increase daily data collection. Performance feedback (PFB) was delivered to four classroom teams responsible for the daily collection of data representing student performance during prescribed instructional activities. Using a multiple-baseline design, the effects of the team performance-feedback were evaluated for the target student, and for generalization to data collection for all classroom students. A secondary question evaluated if student on-task behavior correlated with increased data collection. Finally, social validity was investigated to evaluate team satisfaction with the PFB intervention. The results demonstrate improved data collection across all four classroom teams for the target student in each classroom and generalization within classrooms to all remaining students. Slight increases in student on-task behavior were observed in three of the four classrooms, and teacher satisfaction ratings were high.
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| http://dx.doi.org/10.1016/j.jsp.2011.04.003 | DOI Listing |
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