Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring

Abstract

ABSTRACT

Improving student outcomes requires effective evidence-based instructional and behavioral practices, but successful adoption and sustainability of these practices by classroom teachers requires support. The purpose of this study was to examine the use of performance feedback as a strategy to generate high levels of treatment fidelity of the Good Behavior Game (Barrish, Saunders & Wolf, 1969) an evidence-based classwide behavior management practice. Secondly the purpose was to extend the literature by examining if this support can be maintained with the use of teacher self-monitoring of treatment fidelity. A multiple baseline design across four teachers was used to examine the purpose of the study. Results indicate a functional relation exists between initial training and performance feedback on treatment fidelity of the Good Behavior Game. Baseline levels of treatment fidelity shifted from zero to above 90% once the independent variable was applied with mean levels at 97% or above across teachers. In addition, results indicate a functional relation exists between use self-monitoring to maintain previous levels of treatment fidelity established with training and performance feedback. Social validity indicates favorable teacher ratings of the Good Behavior Game and self-monitoring. Limitations of the study with conclusions and future research are discussed.