Direct behavioral consultation is an extension of traditional behavioral consultation and focuses on assessment and training in the classroom during ongoing classroom activities. This study evaluated direct behavioral consultation services in two elementary alternative classrooms referred following a program evaluation in which data suggested behavior-specific praise was not being delivered at a desired level. A multiple baseline design across classrooms was used to evaluate indirect and direct training procedures for increasing teachers' implementation of behavior-specific praise. Results indicated that indirect training did not result in substantial improvements in teachers' use of behavior-specific praise. Direct training procedures resulted in immediate increases in behaviorspecific praise for both teachers, but only one teacher maintained those increases immediately following training. For the other teacher, when performance feedback was added to direct training, increases in behavior-specific praise were maintained. Data are also presented regarding student disruptive behavior. Results are discussed in terms of direct behavioral consultation theory and practice for educational settings. C 2014 Wiley Periodicals, Inc.
Psychology in the Schools
A correction should be made to the procedural reliability and interobserver agreement (IOA) subsection within the Method section of the paper. In the Method section of the paper, the procedures for reliability and IOA were stated, however, the results were not. The following were the results: Procedural reliability per student for each phase, i.e., baseline, intervention, and follow-up, was 100%. Similarly, IOA for each student per phase was 100%. Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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