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Improving Classroom Appearance and Organization Through a Supervisory Performance Improvement Intervention

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Abstract

This study evaluated the effects of a supervisory intervention on maintenance of appearance and organization in classrooms at a human services program for children and youths. The intervention combined performance feedback to classroom staff, public posting of performance outcomes, and eligibility for a performance-based incentive. Conducted in a multiple-baseline design, intervention was immediately and consistently effective in all classrooms. These findings support organizational behavior management applications within human services programs to improve performance that is related to environmental care.

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Authors and Affiliations

  1. Melmark New England, 461 River Road, Andover, MA, 01810, USA

    Kristina Goings, Lea Carr, Helena Maguire, Jill M. Harper & James K. Luiselli

Authors
  1. Kristina Goings
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  2. Lea Carr
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  3. Helena Maguire
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  4. Jill M. Harper
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  5. James K. Luiselli
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Correspondence to James K. Luiselli.

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All procedures were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from all of the participants included in the study.

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Goings, K., Carr, L., Maguire, H. et al. Improving Classroom Appearance and Organization Through a Supervisory Performance Improvement Intervention. Behav Analysis Practice 12, 430–434 (2019). https://doi.org/10.1007/s40617-018-00304-7

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  • DOI: https://doi.org/10.1007/s40617-018-00304-7

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