Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

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.

Additional information

Notes on contributors

George H. Noell

George H. Noell, PhD, is an Associate Professor of Psychology at Louisiana State University, Baton Rouge, Louisiana. His research interests are behavioral consultation, intervention implementation, assessment procedures that have treatment utility, and value added assessment of educational programs. His research focuses on high incidence referrals and populations in education.

Joseph C. Witt

Joseph C. Witt, PhD, is a Professor of Psychology at Louisiana State University and Director of the School Psychology program at LSU. His research interests focus on developing programs that provide quality educational experiences for all children and removing barriers to their implementation.

Natalie J. Slider

Natalie J. Slider, PhD, is a School Psychologist in the school district of Virginia Beach City Public Schools. Her clinical and research interests include early intervention, teacher, parent, and staff training, and applied behavior analysis.

James E. Connell

James E. Connell, MA, is currently completing his doctoral degree at Louisiana State University. Presently, he is an Educational Consultant with May Institute where he works with school districts and families on behalf of students with diverse needs. His clinical and research interests include the architectural application of behavior analysis to all natural and applied settings.

Susan L. Gatti

Susan Gatti, PhD, is an assistant professor at the LSU Health Sciences Center—Shreveport. Her research interests include resistance to intervention and effective school-based intervention programs.

Kashunda L. Williams

Kashunda L. Williams, MA, is a doctoral candidate in the School Psychology program at Louisianan State University. Her current research interests include treatment implementation schedules, academic curriculums, and home-school communication.

Jennifer L. Koenig

Jennifer L. Koenig, MA, is a doctoral candidate in the School Psychology program at Louisiana State University. Her clinical and research interests include academic assessment and intervention, teacher implementation, and resistance to intervention.

Jennifer L. Resetar

Jennifer L. Resetar, MA, is a doctoral candidate in the School Psychology program at Louisiana State University. Her clinical and research interests include effective academic interventions, parent training, increasing treatment integrity, functional assessment, and school consultation.

Gary J. Duhon

Gary J. Duhon, PhD, is an Assistant Professor of School Psychology at Oklahoma State University. He is a graduate of Louisiana State University in 2001. His research interests are behavioral consultation, functional assessment of academic deficits, treatment integrity, and targeted interventions at both the individual and group level.