| Abstract: | Reports results of an investigation that suggest the potential utility of performance feedback for improving the capability of school psychologists for planning psychological service programs. Nine school psychologists were randomly assigned to receive performance feedback by the director of school psychological services through 1 of 3 means: no feedback, weekly feedback, monthly feedback. Results indicate that both weekly and monthly feedback provided by the director resulted in greater improvement and maintenance of program-planning skills. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
