Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System

Abstract

The study examined whether providing teachers with visual-performance feedback (VPF) on their frequency of acknowledgement to students for desired school behavior within a Positive Behavior Interventions and Supports (PBIS) system resulted in change to the frequency with which teachers acknowledged students or referred students for disciplinary action. Acknowledgement frequency data was collected weekly and a graph was provided to teachers in their mailboxes for review. Data was also collected on weekly frequency of Office Discipline Referrals (ODRs). Results found mixed outcomes and variability across teachers regarding their frequency of acknowledgment to students week to week with the majority of teachers maintaining low frequency or decreasing in their frequency of ODRs. On a social acceptability survey, teachers reported that VPF was non-intrusive and that it helped them to be aware of their acknowledgement to students but that it did not have a significant impact on their frequency of acknowledgement. Results are discussed in terms of variability, trend, change in level, and Percent of Nonoverlapping Datapoints (PND).