Feedback to teachers on student engagement as a consultation tool.

Estimated the time 3 academically delayed mainstreamed students (aged 8–9 yrs old) and their peers spent participating in their classroom assignments, using the Planned Activity Check (PLAC) observation and recording system. Teachers used the information to modify instructional strategies as they saw fit. As the feedback phase continued, despite no major increases in teacher attention, the mainstreamed Ss consistently improved their participation to close to 100%. The strategy proved practical as well as effective because teachers could use their own expertise to solve the problems that were revealed by the PLAC data. This method may be broadly used by school psychologists and educators concerned with increasing levels of student participation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)