TY - JOUR
T1 - Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions
T2 - A Pilot Study
AU - Owens, Julie Sarno
AU - Coles, Erika K.
AU - Evans, Steven W.
AU - Himawan, Lina K.
AU - Girio-Herrera, Erin
AU - Holdaway, Alex S.
AU - Zoromski, Allison K.
AU - Schamberg, Terah
AU - Schulte, Ann C.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant # R324A120272. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.
Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.
PY - 2017/9/1
Y1 - 2017/9/1
N2 - The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers’ classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% non-Hispanic White) who received up to eight biweekly consultation sessions focused on general classroom management strategies and implementation of a daily report card intervention with one target student with or at risk of ADHD. Teachers were randomly assigned to either a comparison consultation condition designed to mirror current best practices (Frank & Kratochwill, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014; Noell & Gansle, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014) or a multi-component condition designed to simultaneously address teacher knowledge, skills, and beliefs as possible barriers to implementation of classroom interventions. Teachers in both conditions showed significant improvements in labeled praise, appropriate response to student rule violations, and general competence in classroom management. In support of the hypotheses, teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs demonstrated more improvement in key outcomes in response to multi-component consultation, as compared to the comparison consultation (Cohen’s d ranged from 0.33 to 1.12). Implications for research and practice in school consultation are discussed.
AB - The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers’ classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% non-Hispanic White) who received up to eight biweekly consultation sessions focused on general classroom management strategies and implementation of a daily report card intervention with one target student with or at risk of ADHD. Teachers were randomly assigned to either a comparison consultation condition designed to mirror current best practices (Frank & Kratochwill, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014; Noell & Gansle, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014) or a multi-component condition designed to simultaneously address teacher knowledge, skills, and beliefs as possible barriers to implementation of classroom interventions. Teachers in both conditions showed significant improvements in labeled praise, appropriate response to student rule violations, and general competence in classroom management. In support of the hypotheses, teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs demonstrated more improvement in key outcomes in response to multi-component consultation, as compared to the comparison consultation (Cohen’s d ranged from 0.33 to 1.12). Implications for research and practice in school consultation are discussed.
KW - Beliefs
KW - Classroom management
KW - Coaching
KW - Consultation
KW - Integrity
KW - Performance feedback
KW - Teacher
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U2 - 10.1007/s12310-017-9217-4
DO - 10.1007/s12310-017-9217-4
M3 - Article
AN - SCOPUS:85020752423
SN - 1866-2625
VL - 9
SP - 218
EP - 234
JO - School Mental Health
JF - School Mental Health
IS - 3
ER -