Effects of Corrective Feedback Delivered via Wireless Technology on Preservice Teacher Performance and Student Behavior

TLDR

Teacher preparation often delays supervisory feedback, allowing incorrect skill performance and on‑site immediate feedback can disrupt instructional flow. The study examined the effects of immediate, corrective feedback delivered via wireless technology on preservice teachers’ completion of three‑term contingency trials using a multiple baseline design. Five preservice special education teachers working with students with special needs in elementary and middle school classrooms received the wireless feedback during the trials. Immediate corrective feedback raised teachers’ completion rates to 90% criterion, increased mean student correct responses by 3–17 percentage points for four of five teachers, and was rated beneficial by all participants.

Abstract

In teacher preparation most supervisory feedback is deferred, allowing learners to perform skills incorrectly and delivery of on-site immediate feedback may interrupt instructional flow. This study used a multiple baseline design to examine effects of immediate, corrective feedback delivered via wireless technology on completion of three-term contingency trials. Participants were five preservice special education teachers working on academic skills with students with special needs in elementary and middle school classrooms. Corrective, immediate feedback was shown to be an effective way to increase completion of three-term contingency trials by teachers. During baseline, percentage of completion ranged from 30-92. With corrective, immediate feedback, all five teachers reached criterion level of 90% completion. Overall, mean percentage of correct student responses increased 3 to 17 percentage points over baseline results for four of the five teachers. All teachers rated the method as beneficial. Implications for practice are discussed.