Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school.

The team watched teachers run behavior support plans in two public elementary schools. After each observation they gave one of two kinds of feedback: talking only, or talking plus a one-page line graph that showed the teacher’s BSP steps done correctly.

They switched the type of feedback every few days so each teacher got both. The goal was to see which style pushed teachers closer to 100% plan fidelity.

When teachers saw the quick graph plus heard verbal praise or correction, they followed the BSP more accurately than on days with talk alone. Better teacher accuracy lined up with more on-task and less disruptive student behavior.

Chotto et al. (2024) ran the same vocal-versus-vocal-plus-visual test during the Good Behavior Game and got the same win for the combo. The match shows the effect is about the feedback mode, not the particular classroom program.

Aclan et al. (2017) and Alaimo et al. (2018) moved the feedback trick from teachers to parents running feeding plans at home. Parents who got feedback, not just instructions, nailed the steps—proof the tactic travels beyond school walls.

Webb et al. (1999) did an earlier version with group-home staff, using BST plus supervisor feedback to fix food-handling practices. Their long maintenance window (up to a year) hints the graph boost might stick if you keep brief check-ins.

You already give verbal feedback after observations. Printing one simple line graph takes 30 seconds and nearly always lifts fidelity. Try it next time you coach teachers, aides, or even parents—talk about what you saw, then hand them the picture.