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| Validating Treatments Through School-Based Consultation |
| Saturday, May 26, 2012 |
| 8:00 AM–11:00 AM |
| 306 (Convention Center) |
| Area: EDC; Domain: Service Delivery |
| CE Instructor: Maureen O'Connor, M.A. |
| MAUREEN O'CONNOR (University of Nebraska-Lincoln), POLLY DARO (University of Nebraska-Lincoln) |
| Description: Typically, programs specializing in behavior analysis do not offer extensive training in consultation. Yet, behavior analysts play an indirect role by working with teachers to implement behavioral interventions. Behavioral consultation (BC) has been shown to produce greater client outcomes than other models in schools (Erchul & Martens, 2010; Martens & DiGennaro, 2008). Despite its popularity, there are reasonable grounds for being concerned with its efficiency. BC requires lengthy interviews, and practitioners typically generate hypotheses and develop interventions based on information reported by consultees without validation through direct assessment. The consultation model presented in this workshop is a revised version of BC that seeks to make the process more efficient and that integrates recent technological innovations in the field (Andersen et al., 2010). The interview objectives have been re-sequenced to reduce meeting time and arrive at an intervention more quickly. Consultant and consultee work collaboratively to determine target behaviors and select intervention components on the basis of recent technological innovations that are lacking in the original BC model. These innovations include collecting curriculum based measurement, direct observations of academic engagement, stimulus preference assessments, and brief functional analysis. This model is applicable for typical school-based referrals for both academic and behavioral problems. |
| Learning Objectives: At the conclusion of this workshop, participants should be able to:
Conduct and apply research-based innovations in assessment and consultation in order to identify functionally relevant interventions to address clients' academic and/or behavioral difficulties
Collectively integrate stimulus preference assessments, performance deficit analyses, brief experimental analyses, and functional assessment information in the consultation process
Utilize the data through strategic and structured decision making protocols in order to maximize productivity of consultation interviews within the school setting
Apply research-based strategies that have been shown to enhance and sustain treatment integrity
Utilize performance feedback and evaluate treatment effectiveness based on fidelity and outcome data |
| Activities: Realistic case scenarios will be presented to participants, who will learn how to interpret, synthesize, and analyze case data to arrive at conclusions about target behaviors and make recommendations for treatment. Case scenarios will include interview and assessment information from each step of the consultation process, and participants will be prompted to and guided in interpretation, analysis, and application. Case scenario information will include interview data, observational data, direct assessment data, stimulus-preference assessment results, performance-deficit analysis results, and brief functional analyses. Furthermore, participants will also receive, interpret, and analyze case outcome data (client outcomes, treatment integrity, social validity information) for the purpose of summative case evaluation. Presenters will explain, demonstrate, provide learning activities, and use case examples to teach and illustrate how to validate interventions through consultation. |
| Audience: This presentation is geared toward practitioners, researchers, and/or students seeking to learn how to do school-based consultation for typical academic and behavioral problems. |
| Content Area: Practice |
| Instruction Level: Intermediate |
| Keyword(s): School-Based Consultation |