How are treatment integrity data assessed? Reviewing the performance feedback literature.

2018 ◽  
Vol 33 (4) ◽  
pp. 517-526 ◽  
Author(s):  
Melissa A. Collier-Meek ◽  
Lindsay M. Fallon ◽  
Kaitlin Gould
Keyword(s):  
Performance Feedback ◽  
Treatment Integrity

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

2018 ◽  
Vol 44 (3) ◽  
pp. 175-189
Author(s):  
Diana S. Ginns ◽  
John C. Begeny
Keyword(s):  
Emotional Disturbance ◽  
Secondary Students ◽  
Performance Feedback ◽  
Program Implementation ◽  
Behavioral Interventions ◽  
Treatment Integrity ◽  
Functional Relation ◽  
Level System ◽  
Secondary Classrooms ◽  
Behavioral Challenges

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.

INCREASING TEACHER TREATMENT INTEGRITY THROUGH PERFORMANCE FEEDBACK PROVIDED BY SCHOOL PERSONNEL

2012 ◽  
Vol 50 (2) ◽  
pp. 134-150 ◽  
Author(s):  
Lisa M. Hagermoser Sanetti ◽  
Lindsay M. Fallon ◽  
Melissa A. Collier-Meek
Keyword(s):  
Performance Feedback ◽  
Treatment Integrity ◽  
School Personnel ◽  
Teacher Treatment

I Like Myself, I Really Do (at Least Right Now)

2020 ◽  
Vol 36 (1) ◽  
pp. 196-206 ◽  
Author(s):  
Almut Rudolph ◽  
Michela Schröder-Abé ◽  
Astrid Schütz
Keyword(s):  
Construct Validity ◽  
Performance Feedback ◽  
Repeated Measures ◽  
Temporal Stability ◽  
Social Feedback ◽  
Student Sample ◽  
Empirically Supported ◽  
Good Internal Consistency ◽  
And Performance ◽  
Induced Changes

Abstract. In five studies, we evaluated the psychometric properties of a revised German version of the State Self-Esteem Scale (SSES; Heatherton & Polivy, 1991 ). In Study 1, the results of a confirmatory factor analysis on the original scale revealed poor model fit and poor construct validity in a student sample that resembled those in the literature; thus, a revised 15-item version was developed (i.e., the SSES-R) and thoroughly validated. Study 2 showed a valid three-factor structure (Performance, Social, and Appearance) and good internal consistency of the SSES-R. Correlations between subscales of trait and state SE empirically supported the scale’s construct validity. Temporal stability and intrapersonal sensitivity of the scale to naturally occurring events were investigated in Study 3. Intrapersonal sensitivity of the scale to experimentally induced changes in state SE was uncovered in Study 4 via social feedback (acceptance vs. rejection) and performance feedback (positive vs. negative). In Study 5, the scale’s interpersonal sensitivity was confirmed by comparing depressed and healthy individuals. Finally, the usefulness of the SSES-R was demonstrated by assessing SE instability as calculated from repeated measures of state SE.

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