Description

• In performance feedback interventions, individuals are given verbal, written, or graphical feedback about their implementation of an intervention during an observation, in an effort to improve their implementation during subsequent observations.

• A review of the literature indicates that use of performance feedback interventions is a promising practice in early childhood settings (manuscript in preparation). Despite variations in procedure, feedback has been used successfully to

  • Improve the skill level of teachers in training (e.g., Barton & Wolery, 2007; Morgan et al., 1992; Tate, Thompson, & McKerchar, 2005)

  • Produce consistent changes in the behavior of in-service teachers (e.g., Cooper, Thomson, & Baer, 1970; Cossairt, Hall, & Hopkins, 1973; Mudd & Wolery, 1987; Schepis et al, 2000, 2001)

 Research

• We can increase teachers’ use of incidental teaching by giving them graphical feedback. Having teachers view displayed quantitative information about their past performance appears to influence their future performance
  • Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers’ use of incidental teaching. Journal of Early Intervention, 30, 251-268.
• We surveyed a nationwide sample of preschool teachers to assess their perceptions of the feedback they receive about their classroom practices. Teachers reported that they received little information about their classroom practices in the last year; despite the quantity, however, they described the feedback they received as quite useful (manuscript in preparation).
  • Head Start Graduate Student Research Grant; U.S. Department of Health and Human Services; Office of Planning, Research, and Evaluation; “Receipt of Feedback as a Predictor of Teachers’ Use of Recommended Practices.”  (2 years)
• We are currently providing teachers with verbal and written feedback to increase their use of the zone defense schedule, a classroom management strategy

  • Zone Defense Schedule Study: Investigating the efficacy of a classroom management strategy for promoting smooth transitions and higher child engagement (Lead: Casey)

Consultation, Training, and Technical Assistance Opportunities

Opportunities for CTTA on engagement and classroom interventions, with information about performance feedback incorporated, are available. Contact Amy Casey.

Future Directions

• In future studies, we will analyze the parameters of feedback (source, content, frequency, mechanism, and so on).
• We will study both student teachers and in-service teachers. Are interventions equally effective with both types of learners or do they need different types of feedback interventions?
• We will figure out how to make feedback interventions feasible for supervisors and consultants to implement.