Evaluating the Effects of Graphic Feedback on Stationary Behavior Exhibited by Teachers in an Inclusive Preschool Classroom
A single graphic feedback sheet cuts teacher stationary time in preschool classrooms.
01Research in Context
What this study did
Vance et al. (2025) worked with practicum teachers in an inclusive preschool room.
They used simple graphic feedback from the Performance Diagnostic Checklist-Human Services.
The goal was to cut how long teachers stood still so they would move and engage more.
What they found
The charts worked. Teacher stationary behavior dropped after the pictures were shared.
When teachers saw the line graphs, they started walking, kneeling, and interacting more.
How this fits with other research
Rila et al. (2022) used a similar visual chart with middle and high school staff. Their charts lifted teacher praise and cut reprimands. Both studies show one quick picture can shift adult classroom moves.
Aznar et al. (2005) gave verbal feedback every two weeks and doubled plan fidelity. Vance swaps words for graphs, proving a silent sheet can do the same job in preschool.
Zentall et al. (1975) mixed public posting, praise, and timing for students. Vance peels away everything except the graph, showing the picture alone is enough for teachers.
Why it matters
You can print a single chart instead of holding long feedback meetings. Hand it to the teacher at nap time, watch them move more during centers, and collect fresh data the next day. No extra staff, no cost, five minutes.
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02At a glance
03Original abstract
Facilitating quality activities, interactions, and classroom management requires preschool teachers to engage in frequent physical movement. Infrequent physical movement (i.e., stationary behavior) may decrease engagement and interactions between teachers and children, which may increase the likelihood of challenging behavior. Thus, teachers who engage in extended periods of stationary behavior may inadvertently cause classroom disruptions. The current study used an indicated intervention (i.e., graphic feedback) yielded from the Performance Diagnostic Checklist-Human Services to successfully decrease stationary behavior exhibited by practicum teachers in an inclusive preschool classroom. The online version contains supplementary material available at 10.1007/s40617-025-01059-8.
Behavior Analysis in Practice, 2025 · doi:10.1007/s40617-025-01059-8