Journal article
Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies
School psychology review, v 34(1), pp 87-106
01 Mar 2005
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
This study examined teachers' implementation of treatment plans following consultation. Interventions were implemented for 45 elementary school students referred for consultation and intervention due to academic concerns, challenging behavior, or a combination of the two. The consultation follow-up procedures examined were brief weekly interviews, weekly interviews combined with an emphasis on the commitment to implement the treatment, and performance feedback. Performance feedback was associated with superior treatment implementation and child behavioral outcomes when compared to the two other conditions. Treatment implementation did not differ for the weekly follow-up meeting and the commitment emphasis conditions at a statistically significant level. Teacher ratings of consultants and treatment acceptability were similar across conditions. A moderate statistically significant correlation between treatment integrity and child behavioral outcome was obtained. The correlation between treatment acceptability and implementation was quite small and was not statistically significant. The implications of these findings for consultation and intervention are discussed.
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Details
- Title
- Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies
- Creators
- George H. Noell - Louisiana State UniversityJoseph C. Witt - Louisiana State UniversityNatalie J. Slider - Louisiana State UniversityJames E. Connell - Louisiana State UniversitySusan L. Gatti - Louisiana State UniversityKashunda L. Williams - Louisiana State UniversityJennifer L. Koenig - Louisiana State UniversityJennifer L. Resetar - Louisiana State UniversityGary J. Duhon - Oklahoma State University Oklahoma City
- Publication Details
- School psychology review, v 34(1), pp 87-106
- Publisher
- Taylor & Francis
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000228068400008
- Other Identifier
- 991021893692804721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Psychology, Educational