A high rate of instructional engagement is important to maximize progress in early intensive behavioral interventions (EIBI). Teachers responsible for eliciting instructional engagement may need additional support to maintain high rates of engagement. Literature suggests that goal setting and feedback is effective in increasing performance. the purpose of this study was to evaluate whether goal setting and group feedback would increase engagement in instructional activities related to the children’s goals. Results indicate that goal setting and group feedback was successful in increasing engagement in instructional activities. the results are discussed in the context of engagement, staff performance, group contingencies and performance feedback.

The period of transition from high school is challenging for most adolescents. There are a substantial number of life-changing decisions that transpire during this time. Choices must be made regarding career paths, continued education, future residence, and avenues for social activities and general integration in the community. Person-centered planning provides a structure for addressing these questions, with the interests and aspirations of the individual at the forefront. While much has been written about person-centered planning, there is still a sparse evidence base to support its use and no formal examination of the fidelity of implementation of these programs. This study utilized a multiple-baseline single subject design to assess the effects of structured meetings with performance feedback on fidelity of implementation of participants' action plan steps in their person-centered plan. Analysis of the results suggests a strong functional relation between the use of structured follow-up with performance feedback and activity related to the person-centered plan action plan. Quality of life data were also gathered prior to planning and prior to and following the performance feedback intervention, with little change in the scores across the three points in time. Social validity was also assessed. The implications of these findings are discussed.

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Behavior-based safety feedback is increasingly used by organizations to reduce the frequency and severity of work-related injuries. Improvements in safety performance have been demonstrated in numerous settings following behavior-based (BB) safety feedback. The relative impact of global, specific, and social comparison BB feedback on safety behaviors was assessed in the current study. A 2 Feedback Level (Specific, Global) X 2 Feedback Type (Social Comparison, No Social Comparison) analysis of covariance was used to test the hypothesis that specific, social comparison feedback would lead to the greatest improvement in safety percent safe scores. Participants were 97 employees from Shifts 1 and 2 of a soft-drink bottling company in southeastern United States. Results from the study demonstrated a main effect for feedback type. Social comparison feedback led to significantly higher percent safe scores than no social comparison feedback conditions (M=.78 and .68, respectively). Follow-up chi-square analyses and practical considerations suggest global/SCF is optimal for improving safety performance. Limitations of the study and future implications for BB safety feedback research are provided / Ph. D.

This study sought to better understand the impact of feedback on performance by examining how regulatory focus and message framing potentially interact to influence recipient's attitudes towards and recall of performance feedback recommendations. Participants were 221 undergraduates. Participant's chronic regulatory focus orientation was measured in phase 1. In phase 2, regulatory focus orientation was manipulated prior having participants complete a puzzle task. After completing the task, they were given performance feedback recommendations that were framed to highlight either promotion or prevention concerns. Their attitudes towards and recall of the recommendations they received were then measured. Though not all of the predictions of the study were supported, results indicated a significant three-way interaction between chronic promotion, the manipulation of regulatory focus, and the framing of the performance feedback recommendations that qualified the relationship between chronic promotion and attitudes. This finding supports the notion that a better understanding of how feedback impacts subsequent performance is possible by studying the interaction between regulatory focus and message framing. Implications and recommendations for future research are discussed. / Master of Science

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Functional behavior assessment refers to the broad range of behavioral assessment methods used to identify or clarify the purpose or maintaining contingencies of problem behavior in order to design and implement function-based interventions designed to reduce the occurrence of the problem behavior and teach appropriate replacement skills. FBAs are required in the educational setting for students whose problem behavior is displayed to such a significant level that their learning or the learning of their peers is impacted. As such, previous researchers have conducted trainings on FBA for school-based personnel using a wide variety of methods. Unfortunately, the findings of these studies have yielded mixed results suggesting the need for further inquiry in this line of research. Therefore, the purpose of this study was to evaluate whether FBA training would produce significant changes in participants’ knowledge and acceptability of FBA measures and procedures. In addition, the current study evaluated if a significant relationship existed between the FBA knowledge and acceptability measures. The study also evaluated if the use of vignettes and the provision of feedback following training impacted participants’ accuracy and acceptability on an FBA informant method. Results revealed a statistically significant change in all variables on the second administration of the measures of knowledge or acceptability. In addition, results from the study revealed a significant relationship between the second administration of knowledge and the second administration of FBA Evaluation Scales. Conversely, no significant relationship was found between the first administration of knowledge and the first administration of acceptability measures. Overall, the study demonstrated that the specific strategies utilized in the FBA training series were effective in increasing FBA knowledge and acceptability. As such, the current study contributes to the FBA literature by providing further evaluation of training methods designed to increase participant knowledge and acceptability of FBA policies and procedures. Limitations and implications for practice and research are discussed.

Treatment integrity has a direct impact on early intensive behavioral intervention (EIBI) outcomes for children with autism. Research suggests that providing feedback can improve treatment integrity in EIBI. The purpose of this study was to compare the effects of two remote feedback methods, videoconference feedback and email feedback, on treatment integrity. Participants included six teachers who were providing EIBI to children with autism in China. Using a single-case alternating treatment design, each feedback method was associated with a specific teaching procedure, either discrete trial training or incidental teaching. The teachers implemented the two teaching procedures daily but only received feedback during intervention. Results showed that videoconference feedback produced faster mastery of the teaching procedures and better treatment integrity sustainability after the intervention was removed than email feedback. Treatment integrity deterioration was observed during maintenance and follow up. Results of generalization were mixed. In social validity evaluations, teachers expressed preference of videoconference feedback over email feedback in terms of acceptance and effectiveness of the intervention, but they considered email feedback a more efficient use of their time.

Abstract Over the past few years there has been an increasing number of people practicing yoga. There also have been reports of injuries as a result of practicing yoga. Many injuries have been attributed to poor teaching which can result in improper alignment. This study utilized a teaching technology, TAGteach to aide in skill acquisition of novice yoga practitioners. The current study focused on teaching three beginner asanas (poses) to novice practitioners. The intervention included the asanas being broken down by task analysis and the steps tagged one by one. The intervention was assessed by a multiple baseline across behaviors design. All targeted yoga postures improved upon the implementation of TAGteach and the results maintained after reinforcement was no longer provided and generalized to the yoga class setting. Keywords: Feedback, performance feedback, acoustical guidance, auditory stimulus, fitness, sports