Limited research suggests there is a relation between quality interventions, as indicated by the presence of specific indicators, and positive student outcomes (Flugum, 1992;Flugum & Reschly, 1992; these findings, however, were based on self-report data with no intervention documentation to verify the quality or outcomes. There continues to be a need to determine which components (i.e., quality indices) are essential for school-based problem-solving interventions to result in positive outcomes for students. Research (e.g., McDougall, Reschly & Corkery, 1988; Kratochwill, VanSomeran & Sheridan, 1989) also supports the use of protocol-based training to influence the quality of these interventionspositively; yet, questions remain as to the effect of the protocol versus the training.In addition to answering the above question, this smdy attempted to overcome the weaknesses of previous research on quality indicators of interventions and validate recommended "best practice" (i.e., . This study also contributed to Results support the use of protocol-based training in improving intervention quality and validate recommended "best practice" in designing and implementing quality interventions.Training in designing and implementing interventions which incorporated an intervention documentation protocol outlining quality indices resulted in higher quality interventions than those designed and implemented prior to the training. The "protocol-based" aspect of the training may have been the critical piece, since the use of the intervention documentation protocol alone resulted in improvements equal to those attained with the protocol and vu training. Those interventions with higher levels of quality were related to more positive student outcomes.
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