Evaluating an Integrated Support Model for Increasing Treatment Plan Implementation Following Consultation in Schools

SCHOOL PSYCHOLOGY QUARTERLY Pub Date : 2017-02-20 DOI:10.1037/spq0000195

G. Noell, Jennifer Volz, Marie Henderson, Kashunda L. Williams

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引用次数: 10

Abstract

This study examined the percentage of steps implemented from treatment plans following consultation with teachers. Interventions were implemented for 39 elementary school students referred for consultation and treatment for challenging behavior or academic deficits. An integrated support model that included antecedent social influence and planning combined with follow-up performance feedback was compared to weekly structured follow-up interviews. Participating teacher-student dyads were randomly assigned to conditions. Integrated support produced superior treatment implementation and child outcomes compared to weekly follow-up meetings. In contrast, teachers’ ratings of consultants’ effectiveness, treatment acceptability, and treatment implementation were undifferentiated across conditions. Treatment plan implementation and child behavioral outcomes were statistically significantly correlated. Treatment acceptability and implementation were not correlated at a statistically significant level. The implications of these findings for consultation and treatment research and practice are discussed.

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评估学校谘询后提高治疗计划执行的综合支援模式

本研究调查了与教师协商后实施的治疗计划的步骤百分比。本研究对39名因行为困难或学业缺陷而接受咨询和治疗的小学生实施干预措施。综合支持模型包括事前社会影响和计划，并结合后续绩效反馈，与每周结构化的后续访谈进行比较。参与的师生二人组被随机分配到不同的条件下。与每周随访会议相比，综合支持产生了更好的治疗实施和儿童结果。相比之下，教师对咨询师的有效性，治疗可接受性和治疗实施的评分在不同条件下没有差异。治疗方案实施与儿童行为结果有统计学显著相关。治疗可接受性和实施性在统计学上无显著相关。这些发现对咨询和治疗研究和实践的意义进行了讨论。

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来源期刊

SCHOOL PSYCHOLOGY QUARTERLY PSYCHOLOGY, EDUCATIONAL-

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期刊介绍： The flagship scholarly journal in the field of school psychology, the journal publishes empirical studies, theoretical analyses, and literature reviews encompassing a full range of methodologies and orientations, including educational, cognitive, social, cognitive behavioral, preventive, dynamic, multicultural, and organizational psychology. Focusing primarily on children, youth, and the adults who serve them, School Psychology Quarterly publishes information pertaining to populations across the life span.