Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies. Issue 3 (3rd July 2021)

• Record Type: Journal Article
• Authors: Owens, Julie Sarno; Margherio, Samantha M.; Lee, Mary; Evans, Steven W.; Crowley, D. Max; Coles, Erika K.; Mixon, Clifton S.
• Is Part Of: Journal of educational and psychological consultation. Volume 31:Issue 3(2021)
• Page Start: 382
• Page End: 409
• Publication Date: 2021-07-03
• Subjects: Educational consultants -- Periodicals; School psychology -- Periodicals; Psychological consultation -- Periodicals; 370.15
• DOI: 10.1080/10474412.2020.1759428
• Languages: English
• ISSNs: 1047-4412

Abstract

ABSTRACT: Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers' implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.