Title

Increasing integrity of classroom interventions: A comparison of performance feedback and social support

Date of Award

1999

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Advisor(s)

Brian K. Martens

Keywords

Reading intervention, Classroom interventions, Performance feedback, Social support

Subject Categories

Education | Educational Psychology | Psychology | Social and Behavioral Sciences | Social Psychology

Abstract

The purpose of the present study was to compare the effects of two strategies employed by a consultant to increase the integrity with which teachers implemented a reading intervention. The first strategy, performance feedback, included showing teachers a graph of their percent integrity as well as a graph of student reading progress. The second strategy, social support, entailed giving the teachers the opportunity to discuss issues in the classroom separate from the target student. Three teachers and a student in each of their classes served as participants. Teachers were trained by a consultant to implement a listening passage preview/repeated reading intervention three times per week. The strategies were compared using a counterbalanced ABCACB design. Results showed increases in mean levels of integrity with performance feedback. Social support produced more variable results, but appeared promising as a means of maintaining high levels of integrity. All three students showed increases in reading performance.

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