Telehealth consultation in a self-contained classroom for behavior: A pilot study

ABSTRACT

Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth consultation model to increase selected teaching behaviors (i.e., praise, prompts/precorrections, and student opportunities to respond) and reduce the presence of challenging child behaviors in a self-contained special education classroom. Overall results demonstrated increased targeted positive teaching behaviors and a substantial decrease of student challenging behavior upon the introduction of the first intervention phase. Although findings in phase two and three were less conclusive, challenging behavior remained low throughout the intervention. Implications for practice and future research are discussed.

Keywords:

• Challenging behavior
• performance feedback
• self-contained classroom
• telehealth
• videoconferencing

Additional information

Notes on contributors

Christen Knowles

Christen Knowles is a doctoral candidate at the University of Oregon. Her current research interests include inclusionary practices, teacher–student relationships, and service delivery for students with significant behavioral challenges.

Michelle Massar

Michelle Massar is a doctoral candidate at the University of Oregon. Her current research interests are Positive Behavior Interventions and Supports (PBIS), implementation science, and implementation of evidence-based practices in alternative education settings.

Tracy Jane Raulston

Tracy Jane Raulston is a doctoral student at the University of Oregon. Her current research interests involve the implementation and sustainability of evidence-based practices for children with developmental disabilities in home and school settings.

Wendy Machalicek

Wendy Machalicek is an associate professor at the University of Oregon. Her current research interests are applied behavior analysis, assessment and intervention of challenging behavior for young children with developmental disabilities, and parent training.