Test Driving Interventions to Increase Treatment Integrity and Student Outcomes

Autor/inn/en	Dart, Evan H.; Cook, Clayton R.; Collins, Tai A.; Gresham, Frank M.; Chenier, Jeffrey S.
Titel	Test Driving Interventions to Increase Treatment Integrity and Student Outcomes
Quelle	In: School Psychology Review, 41 (2012) 4, S.467-481 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Behavior Modification; Behavior Change; Correlation; Student Behavior; School Psychologists; Integrity; Elementary School Teachers; Behavior Problems; Outcomes of Treatment; Intervention; Elementary School Students; Learner Engagement + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Korrelation; Student behaviour; Schülerverhalten; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Integrität; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Behavioral consultation has been shown to be an effective way for school psychologists to work with teachers in implementing interventions for student problem behavior. Some teachers are resistant to the behavioral consultation process and thereby fail to implement agreed upon interventions with integrity, which is problematic considering the research linking treatment integrity to student behavior change. The purpose of this study was to evaluate the effects of a test-drive procedure to improve teachers' treatment integrity and student outcomes. The test-drive procedure was evaluated using a nonconcurrent multiple baseline design. Four elementary school teachers who initially demonstrated low adherence to intervention protocols tried several interventions and then proceeded implementing the one they found most acceptable. Results indicated that teachers who were resistant to the traditional behavioral consultation process implemented interventions with higher rates of treatment integrity once they were able to test drive several interventions and select the one they found most acceptable. Higher levels of treatment integrity were also associated with increased student academic engaged time. The implications and future directions of the findings are also discussed. (Contains 3 tables and 4 figures.) (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10