The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention

The purpose of this study was to investigate the effects of performance fee dback on the implementation of a reinforcer-based classroom intervention. T he primary treatment agents were four classroom teachers and the degree to which each teacher implemented a prereferral intervention as designed (i.e. , treatment integrity) was measured. Levels of teacher treatment integrity and student academic performance were examined and compared across experime ntal conditions in a multiple baseline design. Performance feedback increas ed teacher implementation of a prereferral intervention in 3 of the 4 cases . Student data demonstrated improvement but were more variable than teacher data throughout the study. Limitations of this investigation and implicati ons for future research are offered.