The Effects of Email Performance-Based Feedback on Teacher Candidate Implementation of a Multiple Stimulus Without Replacement Preference Assessment

• Published in: Journal of behavioral education Vol. 33; no. 2; pp. 297 - 319
• Main Authors: Sipila-Thomas, Emma S., Brodhead, Matthew T., Walker, Ashley N.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01.06.2024; Springer; Springer Nature B.V
• Subjects: Analysis; Behavioral Science and Psychology; Candidates; Child and School Psychology; Computers; Educational Assessment; Educational objectives; Educational Psychology; Electronic mail systems; Evidence Based Practice; Feedback; Fidelity; Implementation; Learner Engagement; Learning; Learning and Instruction; Observation; Original Paper; Outcomes of Education; Performance Based Assessment; Periodicals; Preferences; Psychological Patterns; Psychology; Researchers; Spanish Culture; Special education; Special Education Teachers; Stimulus; Student behavior; Student Participation; Supervision; Teacher Education Programs; Teachers; Video Technology; Multiple stimulus without replacement; Performance-based feedback; E-mail; Telehealth
• ISSN: 1053-0819; 1573-3513
• DOI: 10.1007/s10864-022-09496-z

The purpose of this study was to evaluate the effects of performance-based feedback delivered via email on teacher candidates’ implementation of a multiple stimulus without replacement (MSWO) preference assessment with an adult confederate. Six participants enrolled in a special education teacher preparation program were recruited to participate. After exposure to an introductory MSWO training video, participant fidelity of MSWO administration was measured. Following baseline, performance feedback was delivered via e-mail to each participant after the completion of each research session. Results indicate that performance feedback delivered via e-mail improved fidelity of implementation for all six participants. Implications and future directions are discussed.