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Effects of Performance Feedback on the Writing Fluency of Students with Oppositional Defiant Disorder

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Abstract

Students with oppositional defiant disorder (ODD) and other emotional and behavioral disorders (EBD) often have significant academic needs, particularly in the area of writing. There is currently a need to identify intervention strategies that can be efficiently implemented in the school setting to improve the writing fluency outcomes of students from this population. Performance feedback has been successfully used to improve typically developing students’ writing fluency; however, its isolated effects for students with ODD are unknown. The purpose of this study was to examine whether the writing fluency gains of an evidence-based performance feedback intervention could be replicated with a sample of students with ODD. Results of a multiple baseline design failed to demonstrate three replications supporting its effectiveness. Implications for practice are discussed in the context of the unique behavioral needs of students with ODD.

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Funding

This study was funded by the Devereux Institute of Clinical and Professional Training and Research.

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  1. University at Buffalo, State University of New York, 433 Baldy Hall, Buffalo, NY, 14260, USA

    Bridget O. Hier

  2. Devereux Center for Effective Schools, King of Prussia, PA, USA

    Barry L. McCurdy

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  1. Bridget O. Hier
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Correspondence to Bridget O. Hier.

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Hier, B.O., McCurdy, B.L. Effects of Performance Feedback on the Writing Fluency of Students with Oppositional Defiant Disorder. Contemp School Psychol 24, 41–51 (2020). https://doi.org/10.1007/s40688-019-00235-2

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