TEACHER‐TO‐TEACHER CONSULTATION: FACILITATING CONSISTENT AND EFFECTIVE INTERVENTION ACROSS GRADE LEVELS FOR STUDENTS WITH ADHD. Issue 2 (20th October 2014)

• Record Type: Journal Article
• Authors: Gormley, Matthew J.; Dupaul, George J.
• Is Part Of: Psychology in the schools. Volume 52:Issue 2(2015)
• Page Start: 124
• Page End: 138
• Publication Date: 2014-10-20
• Subjects: Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.21803
• Languages: English
• ISSNs: 0033-3085

Abstract

<abstract abstract-type="main"> <title> <x xml:space="preserve">Abstract</x> </title> <p>Teacher‐to‐teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade‐level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine if TTC could facilitate the maintenance of previous intervention‐level behavioral functioning across a grade‐level transition for three students with attention‐deficit/hyperactivity disorder (ADHD). A multiple baseline, multiple probe design was employed. Results indicated that the TTC procedure was able to maintain the behavioral gains made during Year 1, across a grade‐level transition into Year 2. Additionally, acceptability data demonstrated that both teachers and students found the procedure and resultant interventions acceptable.</p> </abstract>