A multiple-baseline across behaviors design was utilized to examine the relation between performance-based feedback (PF) and the frequency of teaching teams’ use of target behaviors during observation sessions with six teachers in three inclusive preschool classrooms. Teachers increased their use of target behaviors when feedback was provided and maintained their use over time when feedback was withdrawn; however, there was considerable variability across teachers. Furthermore, teachers did not increase their use of target behaviors during covert observations—when they did not know they were being observed. The current study replicates and extends the research in this area by examining the provision of PF to teaching teams and with complex behaviors (e.g., play expansions, promoting social interactions).

中文翻译：

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基于电子邮件性能的反馈提供给教学团队的效果：系统复制

跨行为设计的多基线被用于检查基于绩效的反馈 (PF) 与教学团队在观察会议期间使用目标行为的频率之间的关系，观察会议期间与三个包容性学前班教室的六名教师进行。教师在提供反馈时增加了目标行为的使用，并在反馈撤回时随着时间的推移保持使用；然而，教师之间存在相当大的差异。此外，教师在隐蔽观察期间并没有增加目标行为的使用——当他们不知道自己被观察时。当前的研究通过检查向教学团队和复杂行为（例如，游戏扩展，促进社交互动）提供 PF 来复制和扩展该领域的研究。