INCREASING TEACHER INTERVENTION IMPLEMENTATION IN GENERAL-EDUCATION SETTINGS THROUGH CONSULTATION AND PERFORMANCE FEEDBACK

This study examined the treatment integrity with which general educati on teachers implemented a reinforcement based intervention designed to improve the academic performance of elementary school students. The i ntervention was implemented for three children who were referred for c onsultation services and were identified as exhibiting performance def icits based on prior assessment. Treatment integrity was assessed via permanent products produced by the intervention. The results showed th at teachers, maintained adequate treatment integrity for two to four d ays, after which, implementation began to deteriorate. Subsequent impl ementation of daily performance feedback by a consultant markedly impr oved treatment integrity. Intervention use improved student performanc e for two of the participating students.