This study examined the effects of performance feedback on the treatment integrity of various behavioral interventions occurring inside a classroom setting. Nine studies were analyzed across seven moderator variables (school, classroom, intervention, latency of feedback, type of feedback, consultee position and consultee experience). This meta-analysis was driven by three research questions: a) What is the magnitude of performance feedback on the treatment integrity of behavioral interventions? b) Is performance feedback an effective intervention for more intensive behavioral concerns? c) What factors make performance feedback more beneficial? Major findings in this study included small to large effect sizes, with larger effects seen in special education classrooms and interventions for behavior-specific praise. These findings suggest that performance feedback can be used across school and classroom types as well as to address intensive behavioral concerns
