Literaturnachweis - Detailanzeige
| Autor/inn/en | Owens, Julie Sarno; Margherio, Samantha M.; Lee, Mary; Evans, Steven W.; Crowley, D. Max; Coles, Erika K.; Mixon, Clifton S. |
|---|---|
| Titel | Cost-Effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies |
| Quelle | (2020), (29 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Owens, Julie Sarno) ORCID (Margherio, Samantha M.) ORCID (Evans, Steven W.) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Elementary School Teachers; Program Implementation; Report Cards; Intervention; Consultation Programs; Cost Effectiveness; Computer Mediated Communication; Attention Deficit Hyperactivity Disorder; Elementary School Students; Student Behavior; Behavior Change; Outcomes of Treatment |
| Abstract | Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers' implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent. [This is the online version of an article published in "Journal of Education and Psychological Consultation" (ISSN 1532-768X).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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