Directed Consultation, the SEALS Model, and Teachers’ Classroom Management

Abstract

Directed consultation is presented as a professional development framework to guide and support teachers in the implementation of evidence-based interventions that involve contextual and process-oriented approaches designed to be incorporated into daily classroom management. This approach consists of four components: pre-intervention observations and interviews with school professionals, professional development workshops, online training modules, and team- and individual-level implementation meetings. In the current study, directed consultation was used to train sixth-grade teachers to use the Supporting Early Adolescent Learning and Social Support (SEALS) program, a multicomponent intervention model, to promote productive and supportive classroom contexts during the transition to middle school. The current report involved classroom observations in 14 schools (7 interventions, 7 controls) as part of a broader cluster-randomized control trial. A total of 144 classrooms were observed in late fall of the sixth grade during ongoing professional development training activities and again in the spring at the completion of the SEALS training. As compared with control classrooms, teachers in intervention classrooms used more positive feedback and less negative feedback and redirection. Furthermore, teachers in intervention classrooms provided more effective use of classroom structure, feedback to students, behavior management, communication with students, groups and social dynamics, and motivation strategies. Results are discussed in terms of implications for professional development activities aimed at enhancing classroom management.

Consultation for Classroom Management and Targeted Interventions: Examining Benchmarks for Teacher Practices That Produce Desired Change in Student Behavior

“…There are several group design studies examining the impact of consultation or coaching on teacher behavior (e.g., Becker, Bradshaw, Domitrovich, & Ialongo, 2013; Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012; Motoca et al, 2014); however, there are very few group design consultation studies that examine change in observed teacher practices and change in observed student behavior (Reinke et al, 2014). Conroy and colleagues’ studies provide the most relevant evidence regarding this relationship.…”

Increasing Teachers’ Use of Behavior-Specific Praise Using a Multitiered System for Professional Development

“…Another PD model used to increase teachers' classroom management is behavioral consultation. For example, Motoca et al (2014) used a consultation model that involved observations, interviews, workshops, online training modules, and team and individual implementation meetings to increase teachers' use of classroom management strategies. Overall, teachers received a total of 18.5 hr of PD, and those in the treatment group significantly improved their classroom management skills.…”

Readiness for Positive Behavioral Interventions and Supports and School Mental Health Interconnection: Preliminary Development of a Stakeholder Survey

“…The authors' focus on linking school and community mental health services, in addition to providing the level and type of intervention necessary according to student and school needs, is key for promoting buy-in and integrity of implementation. Motoca et al (2014) studied the directed consultation model within a professional development context and its effects on teachers' classroom management. In this consulteefocused intervention, sixth-grade teachers participated in the Supporting Early Adolescent Learning and Social Supports (SEALS) program, with the aim of fostering supportive classroom environments for students transitioning to middle school.…”