Evaluating reactivity and promoting successful performance among teachers in the absence of a supervisor

This study evaluated the effects of self-monitoring and feedback with preschool teachers and the reactivity observed in a preschool classroom due to a supervisor’s presence. Preschool teachers’ positive interactions with students following the implementation of a self-monitoring and feedback procedure only slightly increased without the presence of a supervisor. Reactivity was identified with the presence of the supervisor as positive interactions and accurate reporting increased in the supervisor’s presence. Following the identification of reactivity, the researchers implemented a procedure to enhance stimulus control when a supervisor was absent. This procedure consisted of the supervisor providing feedback after supervisor-absent sessions. All teachers achieved the goal of demonstrating 60 positive interactions per session and positive interactions remained at high levels during maintenance conditions. Further, teachers engaged in higher reporting errors when a supervisor was not present in the classroom during the self-monitoring and feedback condition.