This study investigated a fourth grade problem solving team, teacher adherence to an
intervention, and the effects of the intervention on student performance. This study hypothesized
that (a) providing performance feedback to problem solving teams on a 20-item checklist created
from the literature increases procedural adherence, (b) creating an intervention adherence sheet
for general education teachers increases teacher adherence to intervention procedures, and (c) if a
planned intervention for a student is implemented with adherence, student outcomes would
improve. The participants for this study were a fourth grade problem solving team (n=7), general
education teachers (n=3), targeted students (n=3), and a micro-norm student group (n=3). A
single subject AB design revealed that performance feedback to a fourth grade problem solving
team increased procedural adherence to the 20-items on the checklist. Additionally, a single
subject AB design with an added maintenance phase revealed that when a student with an
attention to task concern is provided a Tier 1 intervention with teacher adherence to the
intervention, performance may improve. Thus, providing performance feedback to problem
solving teams and creating teacher adherence sheets for intervention implementation may
increase student outcomes. Furthermore, limitations, implications for research and practice, and
suggestions for further research are discussed.