Title
The Effects of Teacher Performance Feedback on Treatment Integrity: Treatment Integrity,Used
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This correlational design study systematically evaluated the degree to which a selected prereferral to special education intervention was implemented according to two levels by regular education elementary teachers grades two through five in four elementary buildings within a rural Pennsylvania school district. Consultation, intervention scripting, selfmonitoring intervention, and enhanced consultation were utilized. Results of the research revealed all student ontask rates increased, but to a greater when the selfmonitoring intervention was scripted. Scripted intervention checklists appear to increase the efficacy of student ontask behavioral interventions and teacher experience and teacher education (graduate credits earned) do not appear to impact the outcome of on task behavioral interventions.
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