Examining Behavioral Consultation Plus Computer-Based Implementation Planning on Teachers' Intervention Implementation in an Alternative School. (March 2018)

• Record Type: Journal Article
• Authors: Long, Anna C. J.; Sanetti, Lisa M. Hagermoser; Lark, Catherine R.; Connolly, Jennifer J. G.
• Other Names: Horner Robert H. guest-editor.; Kratochwill Thomas R. guest-editor.; Levin Joel R. guest-editor.
• Is Part Of: Remedial and special education. Volume 39:Number 2(2018)
• Page Start: 106
• Page End: 117
• Publication Date: 2018-03
• Subjects: treatment integrity -- fidelity -- classroom management -- implementation support -- implementation planning; Special education -- Periodicals; Learning disabilities -- Periodicals; 371.905
• DOI: 10.1177/0741932517748422
• Languages: English
• ISSNs: 0741-9325

Abstract

Students who demonstrate the most challenging behaviors are at risk of school failure and are often placed in alternative schools, in which a primary goal is remediating behavioral and academic concerns to facilitate students' return to their community school. Consistently implemented evidence-based classroom management is necessary toward this goal; yet, many teachers report not having the necessary knowledge or skills to effectively manage behavior in their classroom. Implementation Planning (IP) is a proactive and efficient implementation support that has evidence of being effective when delivered by a consultant during behavioral consultation. The primary aim of this multiple baseline design study was to extend the findings on consultant-mediated IP by evaluating the effect of a self-guided, computer-based version of IP on teacher treatment integrity of classroom management plans. Unlike previous studies of consultant-mediated IP, results from this study indicated a minimal effect across dimensions of teachers' implementation, and thus also on student disruptions.