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

References

• Alvero, A. M., Bucklin, B. R., & Austin, J. (2001). An objective review of the effectiveness and essential characteristics of performance feedback in organizational settings. Journal of Organizational Behavior Management, 21, 3–29.
   Web of Science ®Google Scholar
• Balcazar, F., Hopkins, B. L., & Suarez, Y. (1985). A critical, objective review of performance feedback. Journal of Organizational Behavior Management, 7, 65–89.
   Google Scholar
• Bandura, A. (1991). Social cognitive theory of self-regulatio. Organizational Behavior & Human Decision Process, 50, 248–287.
   Web of Science ®Google Scholar
• Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum Press.
   Google Scholar
• DuPaul, G. J., & Eckert, T. L. (1997). The effects of school-based interventions for Attention Deficit Hyperactivity Disorder: A meta-analysis. School Psychology Review, 26, 5–27.
   Web of Science ®Google Scholar
• Eckert, T. L., & Hintze, J. M. (2000). Behavioral conceptions and applications of acceptability: Issues related to service delivery and research methodology. School Psychology Quarterly, 15, 123–148.
   Web of Science ®Google Scholar
• Foxx, R. M. (1996). Twenty years of applied behavior analysis in treating the most severe problem behavior: Lessons learned. The Behavior Analyst, 19, 225–236.
   PubMed Web of Science ®Google Scholar
• Fuchs, D., & Fuchs, L. S. (1989). Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. School Psychology Review, 18, 260–283.
   Web of Science ®Google Scholar
• Fuchs, D., Fuchs, L. S., & Bahr, M. W. (1990). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57, 128–139.
   PubMed Web of Science ®Google Scholar
• Fuchs, D., Fuchs, L. S., Bahr, M. W., Fernstrom, P., & Stecker, P. M. (1990). Prereferral intervention: A prescriptive approach. Exceptional Children, 56, 493–513.
   PubMed Web of Science ®Google Scholar
• Galloway, J., & Sheridan, S. M. (1994). Implementing scientific practices through case studies: Examples using home-school interventions and consultation. Journal of School Psychology, 32, 385–413.
   Web of Science ®Google Scholar
• Gansle, K. A., & McMahon, C. M. (1997). Component integrity of teacher intervention management behavior using a student self-monitoring treatment: An experimental analysis. Journal of Behavioral Education, 7, 405–419.
   Google Scholar
• Gonzales, M. H., Aronson, E., & Costanzo, M. A. (1988). Using social cognition and persuasion to promote energy conservation: A quasi-experiment. Journal of Applied Social Psychology, 18, 1049–1066.
   Web of Science ®Google Scholar
• Gresham, F. M., Gansle, K. A., Noell, G. H., Cohen, S., & Rosenblum, S. (1993). Treatment integrity of school-based behavioral intervention studies: 1980–1990. School Psychology Review, 22, 254–272.
   Web of Science ®Google Scholar
• Greenwood, C. R., Terry, B., Arreaga-Mayer, C., & Finney, R. (1992). The classwide peer tutoring program: Implementation factors moderating students' achievement. Journal of Applied Behavior Analysis, 25, 101–116.
   PubMed Web of Science ®Google Scholar
• Henggeler, S. W., Melton, G. B., Brondino, M. J., Scherer, D. G., & Hanley, J. H. (1997). Multisystemic therapy with violent and chronic juvenile offenders and their families: The role of treatment fidelity in successful dissemination. Journal of Consulting and Clinical Psychology, 65, 821–833.
   PubMed Web of Science ®Google Scholar
• Howard, D. J. (1995). “Chaining” the use of influence strategies for producing compliance behavior. Journal of Social Behavior and Personality, 10, 169–185.
   Google Scholar
• Jones, K. M., Wickstrom, K. F., & Friman, P. C. (1997). The effects of observational feedback on treatment integrity in school-based behavioral consultation. School Psychology Quarterly, 12, 316–326.
   Web of Science ®Google Scholar
• Lipsitz, A., Kallmeyer, K., Ferguson, M., & Abas, A. (1989). Counting on blood donors: Increasing the impact of reminder calls. Journal of Applied Social Psychology, 19, 1057–1067.
   Web of Science ®Google Scholar
• Martens, B. K., Hiralall, A. S., & Bradley, T. A. (1997). A note to teacher: Improving student behavior through goal setting and feedback. School Psychology Quarterly, 12, 33–41.
   Web of Science ®Google Scholar
• Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the acceptability of school-based interventions. Professional Psychology: Research & Practice, 16, 191–198.
   Web of Science ®Google Scholar
• McEvoy, M. A., Shores, R. E., Wehby, J. H., Johnson, S. M., & Fox, J. J. (1990). Special education teachers' implementation of procedures to promote social interaction among children in integrated settings. Education and Training in Mental Retardation, 25, 267–276.
   Google Scholar
• Moncher, F. J., & Prinz, R. J. (1991). Treatment fidelity in outcome studies. Clinical Psychology Review, 11, 247–266.
   Web of Science ®Google Scholar
• Mortenson, B. P., & Witt, J. C. (1998). The use of weekly performance feedback to increase teacher implementation of a prereferral academic intervention. School Psychology Review, 27, 613–627.
   Web of Science ®Google Scholar
• Noell, G. H. (2002). Direct assessment of clients' instructional needs: Improving academic, social, and emotional outcomes. In M. L. Kelley, D. Reitman, & G. H. Noell (Eds.), Practitioner's guide to empirically based measures of school behavior (pp. 63–84). New York: Kluwer Academic/Plenum Publishers.
   Google Scholar
• Noell, G. H., Duhon, G. J., Gatti, S. L., & Connell, J. E. (2002). Consultation, follow-up, and behavior management intervention implementation in general education. School Psychology Review, 31, 217–234.
   Web of Science ®Google Scholar
• Noell, G. H., Freeland, J. T., Witt, J. C., & Gansle, K. A. (2001). Using brief assessments to identify effective interventions for individual students. Journal of School Psychology, 39, 335–355.
   Web of Science ®Google Scholar
• Noell, G. H., Gresham, F. M., & Gansle, K. A. (2002). Does treatment integrity matter? A preliminary investigation of instructional implementation and mathematics performance. Journal of Behavioral Education, 11, 51–67.
   Google Scholar
• Noell, G. H., Witt, J. C., Gilbertson, D. N., Ranier, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77–88.
   Web of Science ®Google Scholar
• Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). A comparison of two follow-up strategies to increase teacher intervention implementation in general education following consultation. Journal of Applied Behavior Analysis, 33, 271–284.
   PubMed Web of Science ®Google Scholar
• O'Keefe, D. J., & Medway, F. J. (1997). The application of persuasion research to consultation in school psychology. Journal of School Psychology, 35, 173–193.
   Web of Science ®Google Scholar
• Peterson, L., Homer, A. L., & Wonderlich, S. A. (1982). The integrity of independent variables in behavior analysis. Journal of Applied Behavior Analysis, 15, 477–492.
   PubMed Web of Science ®Google Scholar
• Safran, S. P., & Safran, J. S. (1985). Classroom context and teachers' perceptions of problem behaviors. Journal of Educational Psychology, 77, 20–28.
   Web of Science ®Google Scholar
• Shapiro, E. S. (1996). Academic skills problems: Direct assessment and intervention (2nd ed.). New York: Guilford.
   Google Scholar
• Sheridan, S. M., & Gutkin, T. B. (2000). The ecology of school psychology: Examining and changing our paradigm for the 21st century. School Psychology Review, 29, 485–502.
   Web of Science ®Google Scholar
• Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford.
   Google Scholar
• Swanson, H. L., & Hoskyn, M. (1998). Experimental intervention research on students with learning disabilities: A meta-analysis of treatment outcomes. Review of Eduational Research, 68, 277–321.
   Web of Science ®Google Scholar
• Vermilyea, B. B., Barlow, D. H., & O'Brien, G. T. (1984). The importance of assessing treatment integrity: An example in the anxiety disorders. Journal of Behavioral Assessment, 6, 1–11.
   Google Scholar
• Weiss, B., & Weisz, J. R. (1995). Relative effectiveness of behavioral versus nonbehavioral child psychotherapy. Journal of Consulting and Clinical Psychology, 63, 317–320.
   PubMed Web of Science ®Google Scholar
• Weisz, J. R., Weiss, B., Alicke, M. D., & Koltz, M. L. (1987). Effectiveness of psychotherapy with children and adolescents: A meta-analysis for clinicians. Journal of Consulting and Clinical Psychology, 55, 542–549.
   PubMed Web of Science ®Google Scholar
• Witt, J. C., & Martens, B. K. (1983). Assessing the acceptability of behavioral interventions used in classrooms. Psychology in the Schools, 20, 510–517.
   Web of Science ®Google Scholar
• Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher usage of interventions in general education: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693–696.
   Web of Science ®Google Scholar