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| Issues in Consultation and Collaboration |
| Monday, May 28, 2007 |
| 10:30 AM–11:50 AM |
| America's Cup AB |
| Area: EDC |
| Chair: Gretchen Jefferson (Quality Behavioral Outcomes) |
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| Improving Student Outcomes Using an Interdisciplinary, Collaborative, Problem Solving Approach. |
| Domain: Applied Research |
| RENEE HAWKINS (University of Cincinnati), Shobana Musti-Rao (University of Cincinnati), Cynthia Hughes (University of Cincinnati) |
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| Abstract: The study documents the collaborative efforts of University faculty and teachers working in an urban charter school to address the behavioral and academic needs of students. Teachers from one fourth-grade classroom and one fifth-grade classroom collaborated with University faculty from school psychology and special education. The teachers were trained to implement evidence-based practice to students they were serving in their classrooms, including both general education and special education students. Interventions were developed and implemented through a tiered service delivery model. Through this model, class-wide instruction was modified and student progress was monitored. Based on data, students who were not making adequate progress were provided supplemental, small-group instruction. Students who continued to struggle were provided individualized intervention services. Across all tiers of intervention, treatment integrity and inter-observer/inter-scorer agreement were assessed. Consultation and training included helping teachers identify effective strategies for developmental, academic, or classroom behavior skills. Data collected through this study will be used to evaluate the effectiveness of such an interdisciplinary collaboration on teachers’ implementation of procedures, and, in turn, study the effects of effective implementation of evidence-based practice in multiple tiers on student outcomes. |
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| Methods and Outcomes of a Program Evaluation of School-Based Behavioral Consultation Services. |
| Domain: Applied Research |
| GRETCHEN JEFFERSON (Quality Behavioral Outcomes), Donald A. Wachelka (Quality Behavioral Outcomes), Jennifer MacDonald (Quality Behavioral Outcomes), Ralph N. Pampino (Quality Behavioral Outcomes) |
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| Abstract: Behavioral consultation is a common method of support for educators whose students exhibit problem behaviors that inhibit their learning or the learning of others. Consultation models and indicators of success vary across disciplines. Service delivery models span the continuum of triadic, conjoint, and direct behavioral consultation. Consultation outcomes also are evaluated on a continuum of indirect to direct measures depending on the primary professional discipline of the consultant (i.e., school psychologist, applied behavior analyst, psychologist) and may included administration of treatment acceptability measures, Likert-type estimates of goal attainment, and/or direct observation of target behaviors in the environment.
This paper will focus on the methodology and outcomes of a program evaluation of a behavioral consultation agency that serves school systems, general and special education classrooms, and individual general and special education students in the western US. Evaluation outcomes include demographics of clients served, typical course of involvement with the agency, and client outcomes. Methodology included summarization of archival documents such as client files and Individualized Educational Programs, indirect assessments of effect such as treatment acceptability and intervention contextual fit surveys, and direct observation of goal and target behaviors. |
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| Adapting Levels of Support and Measurement within a Class-Wide Behavioral Support System. |
| Domain: Applied Research |
| JESSICA A. COOKE (Quality Behavioral Outcomes), Gretchen Jefferson (Quality Behavioral Outcomes) |
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| Abstract: Behavioral consultation in educational settings may include analysis and support of state and district systems, classrooms, and individual students. Support at any level may shift to a more macro or micro focus in response to observed outcomes. This paper will report on the evolution and outcome of a three-tier system of classroom support that included a class-wide system with individual student contingencies, embedded individual student support within that system, then class-wide support with group contingencies with embedded individual support.
This evolution was indicated by the expected responsiveness of most students to the initial class-wide system with two students demonstrating no positive behavior change and a negative reaction to the system when problem behavior was penalized and prosocial behaviors were not sufficiently frequent to access reinforcement. Individualization of the classroom system for these students was effective, but not to the point where individualized supports could be removed. Students who initially responded to the class-wide system with individual student contingences did transition to the group contingency, decreasing the teacher’s response effort in implementing the classroom management system. Shifts in measurement focus also are discussed. |
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