Consultee and Client Remedial and Preventive Outcomes Following Consultation: Some Mixed Empirical Results and Directions for Future Researchers

Robbins, Julene R.; Gutkin, Terry B.

doi:10.1207/s1532768xjepc0502_5

Cited by 29 publications

(22 citation statements)

References 26 publications

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“…Indeed, the current sample size was small, which limits the conclusions that can be drawn. However, Bergan and Kratochwill (1990) argue that case studies have advantages over formal group or single‐case experimental designs, as they provide a richer array of information on the consultation process by facilitating the definition of the consultation processes; the collection of data about treatment integrity; and the assessment of a broader range of data (Robbins and Gutkin, 1994). Therefore small N and case study designs have been consistently recommended in the consultation literature as the most effective research designs (Gutkin, 1993).…”

Section: Limitationsmentioning

confidence: 99%

Social skills training for adolescents with Asperger's syndrome using a consultation model

Minihan

Kinsella

Honan

2010

Research in Spec Educ Needs

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A case study design was used to evaluate the effectiveness of behavioural consultation as a method for improving the social skills of adolescents with Asperger's syndrome. Two case studies were conducted. In each study, two teachers implemented a social skills programme with two to three adolescents with Asperger's syndrome in a group setting with typical peers following behavioural consultation. Results from norm‐referenced measures of social skills produced statistically reliable and clinically meaningful changes in teachers' perceptions of target social skills following the intervention in both studies. These gains showed only moderate generalisation to the home setting, though qualitative data suggested that at least some gains had been noticed by parents. Teachers indicated high levels of treatment acceptability and satisfaction with the consultation service, and expressed the intention to implement the programme again in the future. The findings are discussed in light of important methodological limitations; however, they lend support to the hypothesis that behavioural consultation is an acceptable and effective model of service delivery for supporting the social skills needs of students with Asperger's syndrome.

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Section: Limitationsmentioning

confidence: 99%

Social skills training for adolescents with Asperger's syndrome using a consultation model

Minihan

Kinsella

Honan

2010

Research in Spec Educ Needs

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“…Because some researchers have shown that teachers may not be reliable informants of treatment integrity (Robbins & Gutkin, 1994;Wickstrom, Jones, LaFleur, & Witt, 1998), random treatment integrity checks were also conducted by the experimenters across 43% of the observation sessions. First, the teacher was requested to complete an intervention checklist on a daily basis for each of the three intervals.…”

Section: Interobserver Reliability and Treatment Integritymentioning

confidence: 99%

Randomized interdependent group contingencies: Group reinforcement with a twist

et al. 2000

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This investigation examined the effects of randomizing components of an interdependent group contingency procedure on the target behavior of 12 students in a second-grade classroom in a rural southeastern school district. Specifically, using a multiphase time-series design (i.e., A-B-A-C-B-C design) levels of disruptive behavior were compared across baseline, an intervention phase with only randomized reinforcers (the RRϩ phase), and an intervention phase with all components randomized (R-ALL phase). Results suggest that both interventions were successful in decreasing levels of disruptive behavior, with the R-ALL phase resulting in lower mean, and more stable, percentages of disruptive behavior. The advantages to randomizing components within a group contingency procedure are discussed, because this procedure not only incorporates the strengths of an interdependent group contingency, but also addresses the limitations.

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“…Measurement of treatment implementation has not been a consistent feature of consultation studies. The available data would indicate that when researchers ask consultees if they have implemented the specified interventions they generally report that they have (e.g., Sheridan et al, 1990), but data exist that indicate that these accounts may not match direct measures of implementation (Robbins & Gutkin, 1994;Wickstrom, 1995). Among the studies that have directly measured treatment implementation, some have found adequate levels of treatment implementation (D. Fuchs et al, 1990a(D. Fuchs et al, , 1996, whereas others have found rapidly deteriorating levels of treatment implementation (Noell et al, 1997;).…”

Section: Discussionmentioning

confidence: 99%

“…First, there is frequently a lack of correspondence between what individuals say and what they do. Second, some data exist that indicate a poor agreement between observed and teacher-reported levels of treatment implementation (Robbins & Gutkin, 1994;Wickstrom, 1995). Finally, from an epistemological perspective, it is inappropriate to accept an indirect indicator for a variable of interest when that variable can be measured directly.…”

Section: Definition Of Variablesmentioning

confidence: 99%

When Does Consultation Lead to Intervention Implementation?

Noell

Witt

1999

J Spec Educ

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For consultation to result in the delivery of services to students, it must lead to implementation of an intervention. For this reason, intervention implementation is the crucial challenge for the practice of consultation and, as a result, is the critical research need. The argument is advanced that too little is known about the extent to which teachers actually implement interventions following consultation, as opposed to what they say about implementation, because implementation has infrequently been directly measured. The consultation database also provides few analyses of the conditions under which consultees do and do not implement interventions. This article considers fundamental issues of definition, measurement, and design as they relate to the study of the relationship between consultation and intervention implementation.

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Consultee and Client Remedial and Preventive Outcomes Following Consultation: Some Mixed Empirical Results and Directions for Future Researchers

Cited by 29 publications

References 26 publications

Social skills training for adolescents with Asperger's syndrome using a consultation model

Social skills training for adolescents with Asperger's syndrome using a consultation model

Randomized interdependent group contingencies: Group reinforcement with a twist

When Does Consultation Lead to Intervention Implementation?

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