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Contextualized Feedback Intervention Theory was developed by Bickman et al.[citation needed], as a theoretical model to explain and direct the use of feedback

They argued that the effectiveness of feedback is likely to vary as a function of the degree of discrepancy between therapists’ views of progress and measured progress, and that the greater the discrepancy the more likely feedback will prompt corrective actions.

In their view feedback is most likely to change behaviour when the information provided indicates the individual is not meeting an established standard. If they are committed to the goal of improving their performance, awareness of a discrepancy between the goal and reality (particularly if the goal is attractive and the clinician believes it can be accomplished) can help in the formulation of corrective action. This is particularly true if the feedback source is credible; feedback is immediate, frequent, systematic, cognitively simple (such as graphic in nature), unambiguous, and provides clinicians with concrete suggestions of how to improve.


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