Changes in referral interviews with teachers after behavioral consultation training

McDougall, Linda M.; Reschly, Daniel J.; Corkery, Julie M.

doi:10.1016/0022-4405(88)90002-7

Cited by 17 publications

(5 citation statements)

References 22 publications

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“…Consultation research has consistently asserted that the most effective means by which to train consultants to conduct consultation is through direct training procedures. For example, McDougall, Reschly, and Corkery (1988) found that, after direct training, school psychologists were able to meet each of the objectives for a Problem Identification Interview. Kratochwill, Sheridan, Rotto, and Salmon (1991) conducted a series of three experiments in which school psychologists-in-training were taught to complete BC.…”

mentioning

confidence: 99%

The effects of direct training and treatment integrity on treatment outcomes in school consultation.

Sterling-Turner

Watson

Moore

2002

School Psychology Quarterly

128

114

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The current study attempts to expand the empirical consultation research base by examining the effects of direct and indirect consultee training methods on treatment integrity and treatment outcomes. A multiple baseline design across consultation dyads was used to investigate the influence of these variables. The results suggest that direct consultee training led to higher treatment integrity. In addition, results for three of four consultation cases support the hypothesis that treatments implemented with high integrity led to successful outcomes.

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mentioning

confidence: 99%

The effects of direct training and treatment integrity on treatment outcomes in school consultation.

Sterling-Turner

Watson

Moore

2002

School Psychology Quarterly

128

114

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show abstract

“…Previous research has indicated that the type of training a consumer is exposed to can influence treatment integrity. For example, Watson and Kramer (1995) (Richman, Harrison, & Sumers, 1995;Rickert, Sottolano, Parrish, Riley, Hunt, & Pleco, 1988;Stark, Powers, Jelalian, Rape, & Miller, 1994), mental health professional training (Davis & Russell, 1990;Isaacs, Embry, & Baer, 1982;Shore, Iwata, Vollmer, Lerman, & Zarcone, 1995), and consultant training (Kratochwill, Elliott, & Busse, 1995;Kratochwill, Sheridan, Rotto, & Salmon, 1991;McDougall, Reschly, & Corkery, 1988;Sheridan, 1992) consistently show that direct training procedures result in high levels of treatment integrity, especially when compared with indirect methods of training.…”

mentioning

confidence: 99%

“…For example, Watson and Kramer (1995) investigated three different methods of teaching problem identification skills to teachers-in-training and found that participants who received modeling or modeling plus rehearsal/feedback training (i.e., direct training) were able to identify and analyze problems more accurately than participants who only received didactic training (i.e., indirect training). Results from single-subject design studies focusing on parent training (Richman, Harrison, & Sumers, 1995; Rickert, Sottolano, Parrish, Riley, Hunt, & Pleco, 1988; Stark, Powers, Jelalian, Rape, & Miller, 1994), mental health professional training (Davis & Russell, 1990; Isaacs, Embry, & Baer, 1982; Shore, Iwata, Vollmer, Lerman, & Zarcone, 1995), and consultant training (Kratochwill, Elliott, & Busse, 1995; Kratochwill, Sheridan, Rotto, & Salmon, 1991; McDougall, Reschly, & Corkery, 1988; Sheridan, 1992) consistently show that direct training procedures result in high levels of treatment integrity, especially when compared with indirect methods of training.…”

mentioning

confidence: 99%

Investigating the relationship between training type and treatment integrity.

Sterling-Turner

Watson²,

Wildmon³

et al. 2001

School Psychology Quarterly

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In recent years there has been a renewed interest in the assessment of treatment integrity. Current studies have examined means by which to increase treatment integrity but may be limited by an overreliance on indirect measures of treatment integrity and failure to address multiple training methods within one study. The present study was conducted to investigate the relationship between training procedures and treatment integrity. Participants first read a case description and intervention plan for a client (confederate) exhibiting a facial tic. Participants were trained using one of three procedures (didactic, modeling, or rehearsal/feedback) to implement the treatment protocol and then conducted a treatment session with the client. Treatment sessions were coded for accuracy of implementation (integrity). Higher levels of treatment integrity were associated with direct training procedures (i.e., modeling and rehearsal/feedback training). Implications of the results for treatment planning and the potential ramifications for consultants working in the schools are discussed.

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“…Many graduate programs in school psychology and special education now include training in consultation as part of their core curricula, and some research has shown that consultants who have received training in consultation have been able to implement consultation procedures with a greater degree of integrity (Kratochwill, Sheridan, Rotto, & Salmon, 1991). The best methods of consultation training have been shown to be direct training formats (McDougall, Reschly, & Corkery, 1988), which include modeling, role playing and performance feedback. Sheridan (1992) found that direct training in consultation promoted better generalization of the consultation problem-solving method across applied settings (Sterling-Turner, Watson, Moore, 2002).…”

Section: Training Research: (9) To What Degree Do Current Graduate Pr...mentioning

confidence: 99%

Problem solving consultation in schools: Past, present, and future directions.

Feldman¹,

Kratochwill²

2003

The Behavior Analyst Today

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School-based consultation is a method of psychological service delivery in which a school psychologist works together with a teacher and/or parent to identify and analyze a particular problem with a student and then create an intervention plan that the teacher or parent can implement with varying degrees of support or independently. The members of the consultation team are typically referred to as the consultant (e.g., school psychologist), the consultee (e.g., teacher or parent), and the client (e.g., student). In this paper we provide a brief overview of school-based behavioral or problem solving consultation, including (a) an introduction to consultation methods and applications, (b) relevant background information, (c) a description of current variations of behavioral consultation, (d) a discussion of best practices in consultation, (e) an overview of current research in behavioral consultation, and (f) comments on future directions in the field.

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Changes in referral interviews with teachers after behavioral consultation training

Cited by 17 publications

References 22 publications

The effects of direct training and treatment integrity on treatment outcomes in school consultation.

The effects of direct training and treatment integrity on treatment outcomes in school consultation.

Investigating the relationship between training type and treatment integrity.

Problem solving consultation in schools: Past, present, and future directions.

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