Increasing teacher intervention implementation in general education settings through consultation and performance feedback.

Examined the treatment integrity with which general education teachers implemented a reinforcement based intervention designed to improve the academic performance of elementary school students. The intervention was implemented for 3 3rd graders who were referred for consultation services and were identified as exhibiting performance deficits based on prior assessment. Treatment integrity was assessed via permanent products produced by the intervention. Teachers maintained adequate treatment integrity for 2–4 days, after which, implementation began to deteriorate. Subsequent implementation of daily performance feedback by a consultant markedly improved treatment integrity, and intervention use improved student performance for 2 of the Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)