ORIGINAL PAPER Supporting teacher use of interventions: effects of response dependent performance feedback on teacher implementation of a math intervention Donna Gilbertson Æ Joseph C. Witt Æ Lynn LaFleur Singletary Æ Amanda VanDerHeyden Received: 20 March 2007 / Accepted: 12 April 2007 / Published online: 22 May 2007 Ó Springer Science+Business Media, LLC 2007 Abstract This study examined general education teachers’ implementation of a peer tutoring inter- vention for five elementary students referred for consultation and intervention due to academic concerns. Treatment integrity was assessed via permanent products produced by the intervention. Following verbal instructions, intervention imple- mentation by four teachers was consistently low or exhibited a downward trend whereas one teacher’s moderate implementation co-occurred with student gains. When classroom training was conducted with four teachers exhibiting low integrity, all teachers improved implementation. After accurately imple- menting the intervention for three training sessions with classroom training, response dependent per- formance feedback was provided when teachers independently used the intervention below 100% integrity, as determined by review of permanent products. With response dependent performance feedback, three of the four teachers implemented the intervention at levels above the verbal training performance, whereas implementation for one tea- cher increased following discussion of an upcoming school team meeting. Student math scores improved during intervention. Keywords Teacher treatment integrity Á Consultation Á Performance feedback Introduction As a result of recent federal legislation (No Child Left Behind, Individuals with Disabilities Education Act amendments of 2004) advocating for programs to enhance academic performance, the role of the school psychologist has increasingly emphasized consulta- tion to help teachers develop, implement, and eval- uate interventions for children experiencing academic problems. A considerable knowledge base on effec- tive interventions provides abundant intervention options that may benefit children (Vaughn et al. 2000); however, strategies that enhance teacher implementation of effective interventions in busy classrooms are not as well developed (Sheridan and Gutkin 2000). Ensuring that interventions are imple- mented correctly is an important part of the consul- tation process if interventions are to adequately address a child’s academic needs or to be used to determine if additional special educational support is required (Noell et al. 2002b; Witt et al. 2004). D. Gilbertson (&) Department of Psychology, Utah State University, Logan, UT 83422, USA e-mail: dgilbertson@cc.usu.edu J. C. Witt Á L. L. Singletary Louisiana State University, Baton Rouge, USA A. VanDerHeyden University of California, Santa Barbara, Santa Barbara, USA 123 J Behav Educ (2007) 16:311–326 DOI 10.1007/s10864-007-9043-0