TEACHER USE OF INTERVENTIONS IN GENERAL EDUCATION SETTINGS: MEASUREMENT AND ANALYSIS OF THE INDEPENDENT VARIABLE

Authors


Department of Psychology, 236 Audubon Hall, Louisiana State University, Baton Rouge, Louisiana 70803–5501 (E-mail: pswitt@lsuvm.sncc.lsu.edu).

Abstract

This study examined the integrity with which 4 general education teachers implemented an intervention designed to improve the academic performance of elementary school students. Treatment integrity was measured daily using permanent products. The results showed that the 4 teachers markedly increased the integrity of the delivered treatment when they were provided with performance feedback. The results suggest that academic performance improved for the group of students as integrity improved.

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