This study evaluated self-monitoring and feedback procedures with preschool teachers and reactivity that occurred in a preschool classroom due to a supervisors' presence. Preschool teachers' positive interactions following the implementation of a self-monitoring and feedback procedure only slightly increased without the presence of a supervisor. Reactivity was identified with the presence of the supervisor as accurate reporting increased most in the supervisor's presence. Following the identification of reactivity, positive interactions remained at high levels during the reactivity control and maintenance conditions.