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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc115148 |
| Date | 05 1900 |
| Creators | Rossi, Kathleen Anne |
| Contributors | Ala'i-Rosales, Shahla, Rosales-Ruiz, Jesus, Cihon, Traci M. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Rossi, Kathleen Anne, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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