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| Recent Research on Performance Feedback in OBM: From Telemedicine to Laboratory Studies |
| Monday, May 25, 2015 |
| 3:00 PM–3:50 PM |
| 201 (CC) |
| Area: OBM; Domain: Applied Research |
| Chair: Carl Merle Johnson (Central Michigan University) |
| Abstract: Performance feedback in organizational behavior management research and practice is
pervasive; however, a clear understanding of necessary and sufficient conditions under which
feedback improves performance is still absent. The first study explored performance feedback
in a telemedicine setting using an ABACAC multi-component reversal design. Results indicated
a combined intervention of corrective feedback with contingent movie theatre gift certificates
produced greatest change in accuracy of daily notes and treatment integrity in five behavior
line technicians. The second study was a 2 X 2 group design that explored contingent vs.
independent and supportive vs. critical performance feedback in a laboratory setting. Results
suggested that contingent evaluative feedback improved performance relative to independent
feedback (supportive or critical). The third study was a group design that explored exaggerated
(tripled), underreported (one-third), accurate performance feedback, compared to no feedback
in a laboratory setting. Results suggested that accurate and exaggerated (tripled) performance
feedback may lead to better performance than underreported (one-third) or no feedback. Clearly
performance feedback is not a simple stimulus; it is multidimensional and extremely complex.
Organizational behavior management has much more to learn about its most commonly used
intervention component. |
| Keyword(s): Feedback, Feedback Accuracy, Telemedicine |
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| Differentiated and Combined Effects of Corrective Feedback via Telemedicine and a Group Contingency on Treatment Integrity and Behavior Note Accuracy |
| GREGORY R. MANCIL (Louisiana Tech University) |
| Abstract: An ABACAC multi-component reversal design was used to examine the effects of a group reinforcement contingency and corrective feedback intervention via telemedicine on the behavioral accuracy of daily notes and treatment integrity. Five behavior line technicians participated in this study with a total of 20 clients. The workers chose gift certificates for a movie theater as the reward. Results demonstrate a small change from baseline to corrective feedback delivered via telemedicine. However, results indicate a greater change from baseline to combined intervention (group contingency plus corrective feedback) to 100%. Upon removal of the intervention, the pinpoint objectives (i.e., TI and daily note accuracy) decreased below intervention levels. In addition, pinpoint objectives increased when the intervention was reintroduced. |
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| The Role of Accuracy and Type of Evaluation in Feedback Delivery |
| RACHAEL TILKA (Western Michigan University), Jessica Rocheleau (Western Michigan University), Douglas A. Johnson (Western Michigan University) |
| Abstract: Performance feedback remains a commonly implemented and successful intervention within organizational behavior management, but a comprehensive understanding of the components that influence the effectiveness of feedback tends to be lacking. The present study sought to contribute by analyzing the variables of accuracy (contingent or independent of performance) and evaluation type (supportive or critical judgments) on performance using a simulated work environment. Seventy-five undergraduate students were randomly assigned to one of four experimental conditions: (a) contingent and supportive feedback, (b) contingent and critical feedback, (c) independent and supportive feedback, or (d) independent and critical feedback. Outcomes suggested that contingent feedback improved performance relative to independent feedback, however, no differences were found between supportive and critical types of feedback. The need for additional research into the functional and formal elements of effective feedback will be discussed. |
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| A comparison of accurate and inaccurate performance feedback on college students doing data entry tasks |
| MICHAEL PALMER (Central Michigan University), Carl Merle Johnson (Central Michigan University) |
| Abstract: Performance feedback is ubiquitous in Organizational Behavior Management. It has been assumed that performance feedback must be accurate, but this assumption has not been empirically validated. This experiment tested objective feedback from previous performance, provided immediately before the next session, to determine if feedback must be accurate to improve future performance. A repeated measures between-groups design was conducted with college students engaging in a simulated bank-check-processor task. Six 45-minute sessions were carried out with the first session serving as a baseline before different types of feedback were presented to the experimental groups. The number of correctly completed checks and time off-task served as the primary dependent variables. The type of performance feedback served as the independent variable: accurate, 1/3 actual performance, triple actual performance, and no feedback. All earned pay for participating. Results indicated accurate and tripled feedback improved performance over the control and one-third feedback groups. Performance feedback also reduced time off-task across all feedback conditions compared to the control group. Survey responses indicated many participants could not detect the false feedback. Results suggest not underreporting performance and that data need multi-faceted analysis to fully understand performance feedback research. |
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