By Matt Harrington, BCBA · Behaviorist Book Club · Research-backed answers for behavior analysts
The feedback sandwich is a supervisory technique in which corrective feedback is delivered between two positive statements, creating a positive-corrective-positive sequence. It is widely used because of intuitive appeal: the positive statements are believed to soften the impact of correction and maintain the recipient's motivation. The technique became popular through management training programs and has been adopted across many professions, including behavior analysis. Despite its popularity, the empirical evidence supporting its effectiveness over simpler feedback approaches has been limited.
Henley and DiGennaro Reed (2015) investigated the effects of feedback sequence (feedback sandwich versus corrective feedback alone) and timing (immediate versus delayed) on performance using a computer task with undergraduate participants. Their findings indicated that the feedback sandwich did not produce superior performance outcomes compared to corrective feedback delivered alone. The timing of feedback, however, mattered: immediate feedback was generally more effective than delayed feedback. These findings challenge the widespread assumption that the sandwich format enhances the effectiveness of corrective feedback.
No. The research does not suggest that positive feedback is harmful or that it should never occur alongside corrective feedback. Rather, it suggests that the structured positive-corrective-positive sequence does not enhance the effectiveness of the corrective component. Positive feedback remains valuable when delivered contingently on specific desirable behaviors. The recommendation is to deliver positive and corrective feedback based on their respective functions rather than packaging them together in a predetermined sequence that may dilute the impact of both.
Research consistently demonstrates that immediate feedback is more effective than delayed feedback for producing behavior change. This is consistent with basic behavioral principles regarding the temporal relationship between behavior and consequences. The closer the feedback is to the behavior it addresses, the stronger the functional relationship. In practice, this supports supervision models that include in-session observation and real-time coaching rather than relying solely on post-session or weekly feedback sessions.
Cultural responsiveness in feedback delivery requires assessing how individual supervisees respond to different feedback approaches and adjusting accordingly. Some individuals may have cultural backgrounds where direct corrective feedback is perceived as confrontational, while others may view indirect feedback as evasive. The BACB Ethics Code (2022), Code 4.07, requires supervisors to incorporate diversity considerations. Start by discussing feedback preferences with supervisees, observe their behavioral responses to your feedback, and adjust your approach based on these data while maintaining the core principle that feedback should be specific and behavior-focused.
Exclusive reliance on the feedback sandwich carries several risks. The positive statements may reduce the salience of the corrective message, leading to slower skill acquisition. The predictable sequence may lead supervisees to discount the positive components as formulaic rather than genuine. Over time, the association between positive statements and impending correction may make the positive statements themselves aversive through respondent conditioning. Additionally, the time spent delivering the positive buffering statements reduces the time available for specific, actionable corrective feedback.
The supervisory relationship is built on trust, respect, and shared goals rather than on any particular feedback format. Corrective feedback delivered respectfully, specifically, and with clear behavioral targets is typically received well when the supervisee trusts that the supervisor has their professional growth at heart. Maintaining the relationship involves being consistent, following through on commitments, acknowledging the supervisee's progress, and creating an environment where errors are treated as learning opportunities rather than failures. The relationship buffer comes from the overall quality of the supervisory interaction, not from positive statements inserted before and after corrections.
Feedback is the primary mechanism through which behavior analysts shape parent implementation of behavior plans. Effective parent training feedback should be specific, immediate when possible, and focused on observable behaviors. Rather than using the feedback sandwich, practitioners can provide clear corrective feedback about implementation errors while separately reinforcing specific aspects of the parent's performance. This approach respects parents as adult learners and provides the clarity needed for them to improve their implementation fidelity.
This research is directly within the OBM tradition and contributes to the literature on performance feedback in organizational settings. OBM has long established that feedback is one of the most effective and cost-efficient interventions for improving workplace performance. This study refines our understanding of how feedback should be structured by demonstrating that the widely recommended sandwich format does not add value beyond what direct corrective feedback provides. For behavior analysts working in OBM settings, this supports the use of streamlined, specific feedback strategies over ritualistic formats.
The evidence suggests moving away from the feedback sandwich as a default strategy, but complete abandonment may not be necessary in every case. Some supervisees may initially respond better to a buffered approach, and the supervisor should use data to guide their decision. The key shift is from using the sandwich as a routine formula to making evidence-based decisions about feedback delivery. Monitor supervisee performance following different feedback approaches, assess supervisee preferences, and let the data guide your practice rather than relying on a one-size-fits-all approach.
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.