A Comparison of Feedback Procedures on Teachers’ Use of Behavior Support Strategies and Children’s Problem and Alternative Behaviors in Preschool Classrooms

• Main Author: Traub, Jada-Rae D.
• Format: Others
• Published: Scholar Commons 2010
• Subjects: teacher training; generalization; performance feedback; teacher skills; audio; American Studies; Arts and Humanities
• Online Access: http://scholarcommons.usf.edu/etd/3705; http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=4873&context=etd

The purpose of this study was to compare the effects of two feedback procedures: written feedback and written feedback plus audio feedback on two teachers’ use of behavior support strategies and two children’s problem and alternative behaviors in two community preschool settings. A non-concurrent multiple-baseline design across teacher-child dyads with an A-B-C sequence was used to assess the effects of the feedback procedures on teacher and child target behaviors. A 10-second partial interval recording system was used to measure child target behaviors during 10-minute sessions and an event recording system to measure teacher use of strategies. The results indicated that the written feedback increased teachers’ use of support strategies and reduced children’s problem behaviors and increased alternative behaviors; however, the audio feedback with written feedback procedures further increased teachers’ use of strategies resulting in further improvement in children’s target behaviors. There was some evidence that teachers maintained their use of strategies without feedback procedures and generalized the use of strategies to non-targeted children.