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<p>Effective classroom management is critical to student and teacher success, yet many educators feel unprepared to manage classrooms effectively. Traditional workshop-style professional development is often informational but fails to produce lasting behavior change. In contrast, school-based consultation supports evidence-based practice use but may be too resource-intensive for some settings. Developing consultation approaches that are both effective and feasible is needed. This study used a combined concurrent multiple baseline, A-B-C single-case design to evaluate the impact of brief, data-based performance feedback and performance feedback with self-monitoring within a school-based consultation framework on the classroom management practices of four general education teachers. Visual and empirical analyses showed improved practices across all participants from baseline to intervention. Teachers rated this brief, consultation-based performance feedback approach as usable and acceptable, supporting its potential for practical, school-based professional development.</p>

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Brief, Consultation-Based Performance Feedback to Support Effective Classroom Management

  • 期刊论文

  • 发表日期：

    2026年6月3日

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  • Theresa Canché,
  • Wesley A. Sims,
  • Kathleen R. King

摘要

Effective classroom management is critical to student and teacher success, yet many educators feel unprepared to manage classrooms effectively. Traditional workshop-style professional development is often informational but fails to produce lasting behavior change. In contrast, school-based consultation supports evidence-based practice use but may be too resource-intensive for some settings. Developing consultation approaches that are both effective and feasible is needed. This study used a combined concurrent multiple baseline, A-B-C single-case design to evaluate the impact of brief, data-based performance feedback and performance feedback with self-monitoring within a school-based consultation framework on the classroom management practices of four general education teachers. Visual and empirical analyses showed improved practices across all participants from baseline to intervention. Teachers rated this brief, consultation-based performance feedback approach as usable and acceptable, supporting its potential for practical, school-based professional development.