Effects of a Problem-Solving Team Consultation on the Problem-Solving Process: An Evaluation of Concept Knowledge, Implementation Integrity, and Student Outcomes

ABSTRACT

We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., Outcomes: Planning Monitoring, and Evaluating [Outcomes: PME]) and subsequent performance feedback and training regarding team use of the protocol. A train-the-trainer model was used whereby researchers trained school psychologists to deliver the intervention and serve as coaches on the PSTs. At baseline, all three PSTs demonstrated low (i.e., <50%) problem-solving procedural integrity (i.e., the degree to which critical components of the problem-solving process were implemented), often scoring lowest for problem-solving components related to data collection and analysis (e.g., treatment integrity, progress monitoring, and pre-post intervention data). Each PST demonstrated increased problem-solving integrity following implementation of the first intervention component, problem-solving information and Outcomes: PME training. Procedural integrity also increased for the two PSTs that received the second intervention component, performance feedback. An increase in procedural integrity was not found for one PST that received the third intervention component, targeted consulting; however, data collection was incomplete. Results are discussed in terms of future research priorities to examine consultation that promotes the use of quality team problem-solving components.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Cara Vaccarello

Dr. Vaccarello earned her doctorate in educational psychology from the University of Wisconsin-Madison. She is a licensed clinical psychologist and nationally certified school psychologist who has held clinical positions at The University of Illinois at Chicago and Rush University. Dr. Vaccarello specializes in comprehensive diagnostic evaluations for children and young adults with neurodevelopmental disabilities. She currently owns a private practice, Kind-Minded Psych, in Denver, CO.

Thomas R. Kratochwill

Thomas R. Kratochwill, PhD is Emeritus Professor (formally, Sears Roebuck Foundation-Bascom Professor at the University of Wisconsin-Madison, Director of the School Psychology Program, and a licensed psychologist in Wisconsin) and a Principal Investigator in the Wisconsin Center for Education Research. His scientific work is focused on evidence-based practice, consultation, and single-case design methodology.

Jennifer M. Asmus

Jennifer M. Asmus is Professor in the School Psychology Program in the Department of Educational Psychology at the University of Wisconsin-Madison. Her teaching and federally funded research interests include applied behavior analysis, assessment and intervention for children with developmental disabilities and autism spectrum disorder, single-case design, and evidenced-based practice.