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Behavioral Disorders

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Using Performance Feedback with and without Goal Setting on Teachers' Classroom Management Skills

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Caitlin J. Criss; Moira Konrad; Sheila R. Alber-Morgan; Matthew E. Brock; Angie B. Harris – Behavioral Disorders, 2024

Although evidence-based practices for improving academic engagement for students with emotional and/or behavioral disorders (EBD) have been identified, many teachers do not implement these practices with optimal fidelity. Thus, effective strategies are needed to improve teacher fidelity. Performance feedback is an effective professional…

Descriptors: Feedback (Response), Students with Disabilities, Emotional Disturbances, Behavior Disorders