In regular education settings, 29 consultant-consultee dyads completed traditional problem identification and problem analysis interviews according to Bergan's (1977) behavioral consultation model. Independent variables assessed included severity of the child's problem behavior, treatment acceptability, and verbal interaction style. Verbal interactions were manipulated to measure the effects of "collaborative" versus "prescriptive" consultation conditions. The relationships among independent variables and three measures of treatment integrity were evaluated. Results indicated that the mean integrity of a monitoring system based on teacher self-report was 54%. The average use of intervention stimulus products across teachers was 62%. Direct observation of actual use of interventions indicated that teachers implemented the treatment as planned 4% of the time. Multiple indices of child outcomes indicated reductions in disruptive behavior despite the low levels of observed integrity. Analysis of independent variables and treatment integrity revealed no significant relationships. Implications for practicing school psychologists and consultation research are discussed.Fundamental to educational reform is the development, implementation, and evaluation of services to at-risk children in regular education settings. School psychologists need only peruse recent publications to identify effective strategies for increasing a student's prosocial and academic productivity (see Stoner, Shinn, & Walker, 1991). Identifying an appropriate treatment, however, is a necessary but not sufficient condition for child behavior change; the classroom teacher must implement the recommended strategy.1. This article was accepted under the editorship of Joseph C. Witt.

Research was conducted to ascertain if a combined repeated reading and question generation intervention was effective at improving the reading achievement of fourth through eighth grade students with learning disabilities or who were at risk for reading failure. Students were assigned to a treatment or control group via a stratified random sampling. Instructional components and training were based on best practices reported in the literature. Students receiving intervention significantly improved their reading speed and ability to answer inferential comprehension questions on passages that were reread. Compared to the control group, students in the intervention group also made significant gains in oral reading fluency on independent passages.

This study evaluated the effects of performance feedback on levels of treatment integrity in school-based behavioral consultation. Three teachers employed in a residential treatment community were responsible for treatment implementation. Treatment integrity was defined as the percentage of 2 minute intervals during which contingent teacher reinforcement for student on-task behavior was directly observed. Teacher and child behavior were monitored across baseline, traditional consultation, and consultation with performance feedback conditions in a multiple baseline design. Following a Problem Identification Interview and Problem Analysis Interview (Bergan, 1977), mean levels of treatment integrity for the three teachers ranged from 9% to 37%. The addition of a performance feedback package increased treatment integrity for all three teachers to levels ranging from 60% to 83%. The findings contribute to a growing literature supporting the need for direct assessment of treatment integrity in school-based consultation research and practice.School-based behavioral consultation is, to paraphrase Mark Twain, a good talk spoiled. The interaction typically begins with a consultant and teacher discussing a student's inappropriate behavior, which can be very rewarding (Baer, 1977;Witt, 1990). Often, however, the student's problem behavior is attributed to the "inappropriate" behavior of the teacher (e.g., attention), and the consultant recommends a "new" response (e.g., ignoring the behavior, time out) instead. Because this new This article is based on a dissertation submitted by Kevin M. Jones in partial fulfillment of the requirements for the PhD degree. We are grateful for the assistance of Mary Young, Catherine DeSalvo, and the participating teachers and students.

A. (2012). Creating consultee change: A theory-based approach to learning and behavioral change processes in school-based consultation.

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