Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers

Abstract

The purpose of this study was to examine the effectiveness of using text messaging to deliver performance-based feedback (PF) to preservice teachers working in inclusive early childhood classrooms. A multiple baseline across behaviors single-case research design was replicated across four participants to examine the relation between PF delivered via text message and preservice teachers’ use of self-selected target behaviors. Results indicated text messaging was an effective method for delivering PF and subsequently increasing teacher target behaviors when individualized to meet the needs of teachers; however, results were variable across teachers.