Skip to main content

Advertisement

SpringerLink
Log in

From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies

  • Original Paper
  • Published:
School Mental Health Aims and scope Submit manuscript

Abstract

Classroom behavior management strategies are effective in reducing impairment and improving functioning in children with or at risk of ADHD. Although these interventions are well established, there is significant concern about the integrity with which teachers implement these strategies. Possible barriers to integrity include limitations in teachers’ knowledge of ADHD and classroom management strategies, limitations in classroom management skills, and beliefs that may interfere with intervention implementation. We hypothesize that these barriers are malleable and can be targeted in school-based consultation programs. In this paper, we describe the development of a multi-component consultation package designed to address teacher knowledge, skills, and beliefs as a mechanism for enhancing intervention implementation integrity and student outcomes. Using a case study design, we examined the hypothesized relationships between the consultation strategies, intervention integrity, and student outcomes. Results provide initial support for the multi-component package and our theory of change. Limitations that will inform continued development of the package are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179–211.

    Article  Google Scholar 

  • Allinder, R. M., & Oats, R. G. (1997). Effects of acceptability on teachers’ implementation of curriculum-based measurement and student achievement in mathematics computation. Remedial and Special Education, 18, 113–120.

    Article  Google Scholar 

  • Amrhein, P. C., Miller, W. R., Yahne, C. E., Palmer, M., & Fulcher, L. (2003). Client commitment language during motivational interviewing predicts drug use outcomes. Journal of Consulting and Clinical Psychology, 71, 862–878.

    Article  PubMed  Google Scholar 

  • Barkley, R. A., Murphy, K. R., & Fischer, M. (2008). ADHD in adults: What the science says. New York: Guilford Press.

    Google Scholar 

  • Bashook, P. G. (2005). Best practices for assessing competence and performance of the behavioral health workforce. Administration and Policy in Mental Health, 32, 563–592.

    Article  PubMed  Google Scholar 

  • Becker, K. D., Bradshaw, C. P., Domitrovich, C., & Ialongo, N. S. (2013). Coaching teachers to improve implementation of the good behavior game. Administration and Policy in Mental Health and Mental Health Services Research, 40, 482–493.

    Article  PubMed  Google Scholar 

  • Beidas, R. S., & Kendall, P. C. (2010). Training therapists in evidence-based practice: A critical review of studies from a systems-contextual perspective. Clinical Psychology: Science and Practice, 17(1), 1–30.

    Google Scholar 

  • Blank, L., Peters, J., Pickvance, S., Wilford, J., & Macdonald, E. (2008). A systematic review of the factors which predict return to work for people suffering episodes of poor mental health. Journal of Occupational Rehabilitation, 18, 27–34.

    Article  PubMed  Google Scholar 

  • Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion, 5, 177–193. doi:10.1080/1754730X.2012.707429.

    Article  Google Scholar 

  • Burns, M. K., Jacob, S., & Wagner, A. R. (2008). Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology, 46, 263–279.

  • Cappella, E., Hamre, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., & Schoenwald, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools. Journal of Consulting and Clinical Psychology, 80, 597.

    Article  PubMed Central  PubMed  Google Scholar 

  • Carroll, K. M., & Nuro, K. F. (2002). One size cannot fit all: A stage model for psychotherapy manual development. Clinical Psychology: Science and Practice, 9 396–406.

    Google Scholar 

  • Codding, R. S., Feinberg, A. B., Dunn, E. K., & Pace, G. M. (2005). Effects of immediate performance feedback on implementation of behavior support plans. Journal of Applied Behavior Analysis, 38, 205–219.

  • DiPerna, J. C., & Elliott, S. N. (2000). Academic Competence Evaluation Scale. San Antonio, TX: The Psychological Corporation.

    Google Scholar 

  • DuPaul, G. J., Rapport, M. D., & Perriello, L. M. (1991). Teacher ratings of academic skills: The development of the Academic Performance Rating Scale. School Psychology Review, 20, 284–300.

    Google Scholar 

  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.

    Article  PubMed  Google Scholar 

  • Epstein, M., Atkins, M., Culinan, D., Kutash, K., & Weaver, R. (2008). Reducing behavior problems in the elementary school classroom. IES Practice Guide. (NCEE 2008-012) U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Printing Office.

  • Erchul, W. P. (2013). Treatment integrity enhancement via performance feedback conceptualized as an exercise in social influence. Journal of Educational and Psychological Consultation, 23, 300–306.

    Article  Google Scholar 

  • Fabiano, G. A., Pelham, W. E., Jr, Waschbusch, D. A., Gnagy, E. M., Lahey, B. B., Chronis, A. M., & Burrows-MacLean, L. (2006). A practical measure of impairment: Psychometric properties of the impairment rating scale in samples of children with attention deficit hyperactivity disorder and two school-based samples. Journal of Clinical Child and Adolescent Psychology, 35, 369–385.

    Article  PubMed  Google Scholar 

  • Fabiano, G. A., Vujnovic, R. K., Pelham, W. E., Waschbusch, D. A., Massetti, G. M., Pariseau, M. E., et al. (2010). Enhancing the effectiveness of special educational programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review, 39, 219–239.

    Google Scholar 

  • Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics: Rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195–205.

    Article  Google Scholar 

  • Gilbertson, D., Witt, J. C., Singletary, L. L., & VanDerHeyden, A. (2007). Supporting teacher use of interventions: Effects of response dependent performance feedback on teacher implementation of a math intervention. Journal of Behavioral Education, 16, 311–326.

    Article  Google Scholar 

  • Girio, E. L., & Owens, J. S. (2009). Teacher acceptability of evidence-based and promising treatments for children with attention-deficit/hyperactivity disorder. School Mental Health, 1, 16–25.

  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381–391.

    Article  Google Scholar 

  • Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., & Scott-Little, C. (2012). A course on effective teacher–child interactions effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49, 88–123.

    Article  Google Scholar 

  • Han, S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33, 665–679.

    Article  PubMed  Google Scholar 

  • Hepperlen, T. M., Clay, D. L., Henly, G. A., Barke, C. R., Hehperlen, T. M., & Clay, D. L. (2002). Measuring teacher attitudes and expectations toward students with ADHD: Development of the test of knowledge about ADHD (KADD). Journal of Attention Disorders, 5, 133–142.

    Article  PubMed  Google Scholar 

  • Jones, H. A., & Chronis-Tuscano, A. (2008). Efficacy of teacher in-service training for attention-deficit/hyperactivity disorder. Psychology in the Schools, 45, 918–929.

    Article  Google Scholar 

  • Kratochwill, T. R., Elliott, S. N., & Busse, R. T. (1995). Behavior consultation: A five-year evaluation of consultant and client outcomes. School Psychology Quarterly, 10, 87.

  • Lee, J., Frey, A. J., Walker, H. M., Golly, A., Seeley, J. R., Small, J. W., & Feil, E. G. (2014). Motivational interviewing in support of teacher behavior change. In E. McNamara (Ed.), Motivational interviewing with children and young people II: Issues and further applications (pp. 83–102). Hatfield: Positive Behaviour Management.

    Google Scholar 

  • Link, B. G., & Phelan, J. C. (2001). Conceptualizing stigma. Annual Review of Sociology, 27, 363–385.

    Article  Google Scholar 

  • Long, A. C. J., & Maynard, B. R. (2014). Treatment integrity as adult behavior change: A review of models. In L. M. H. Sanetti & T. R. Kratochwill (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 55–78). Washington, DC: American Psychological Association.

    Chapter  Google Scholar 

  • Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65, S63–S67.

  • Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. New York: Guilford Press.

    Google Scholar 

  • Mixon, C. S., Egan, T., Dawson, A. E., Brown, V. G., Slavec, J., Coles, E. K., Evans, S., & Owens, J. S. (2014, November). Development and validation of a measure of teacher’s knowledge and application of behavioral principles to the classroom setting. Poster accepted for presentation at the annual convention for the association for behavioral and cognitive therapies, Philadelphia, PA.

  • Moyers, T. B., & Martin, T. (2006). Therapist influence on change language during motivational interviewing sessions. Journal of Substance Abuse Treatment, 30, 245–252.

    Article  PubMed  Google Scholar 

  • National Center on Response to Intervention. (2010). Essential components of RTI—A closer look at response to intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention.

  • Noell, G., Witt, J., Gilbertson, D., Ranier, D., & Freeland, J. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12, 77–88.

    Article  Google Scholar 

  • Owens, J. S., Coles, E. K., & Evans, S. W. (2014, September). The role of teacher knowledge, skills, and beliefs in the implementation of classroom management skills. Presentation at the annual school mental health research summit, Pittsburgh, PA.

  • Owens, J. S., Holdaway, A. S., Zoromski, A. K., Evans, S. W., Himawan, L. K., Girio-Herrera, E., & Murphy, C. E. (2012). Incremental benefits of a daily report card intervention over time for youth with disruptive behavior. Behavior Therapy, 43, 848–861.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Jr, Gnagy, E. M., Greenslade, K. E., & Milich, R. (1992). Teacher ratings of DSM-III-R symptoms for the disruptive behavior disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 31, 210–218.

    Article  PubMed  Google Scholar 

  • Pelham, W. E., Greiner, A. R., & Gnagy, E. M. (2008). Student behavior teacher response observation code manual. Unpublished manual.

  • Perepletchikova, F. (2009). Treatment integrity in treatment outcome research: Adequacy of procedures, associated factors, implications for research and practice, guidelines and recommendations. Saarbrücken: Lambert Academic.

    Google Scholar 

  • Pfiffner, L. J., O’Leary, S. G., Rosen, L. A., & Sanderson, W. C. (1985). A comparison of the effects of continuous and intermittent response cost and reprimands in the classroom. Journal of Clinical Child Psychology, 14, 348–352.

    Article  Google Scholar 

  • Power, T. J., Hess, L., & Bennett, D. (1995). The acceptability of interventions for ADHD among elementary and middle school teachers. Journal of Developmental and Behavioral Pediatrics, 16, 238–243.

  • Prochaska, J. O., Johnson, S., & Lee, P. (2009). The transtheoretical model of behavior change. In S. A. Shumaker, J. K. Ockene, & K. A. Riekert (Eds.), The handbook of health behavior change (3rd ed., pp. 59–83). New York, NY: Springer.

    Google Scholar 

  • Reinke, W. M., Herman, K. C., Darney, D., Pitchford, J., Becker, K., Domitrovich, C., & Ialongo, N. (2012). Using the classroom check-up model to support implementation of PATHS to PAX. Advances in School Mental Health Promotion, 5, 220–232.

    Article  Google Scholar 

  • Roe, R. A. (2002). What makes a competent psychologist? European Psychologist, 7, 192–202.

    Article  Google Scholar 

  • Sanetti, L. M. H., Collier-Meek, M. A., Long, A. C. J., Kim, J., & Kratochwill, T. R. (2014). Using implementation planning to increase teachers’ adherence and quality behavior support plans. Psychology in the Schools, 51, 879–895.

    Article  Google Scholar 

  • Sanetti, L. M., & Fallon, L. M. (2011). Treatment integrity assessment: How estimates of adherence, quality, and exposure influence interpretation of implementation. Journal of Educational and Psychological Consultation, 21, 209–232.

    Article  Google Scholar 

  • Sanetti, L., Fallon, L. M., & Collier-Meek, M. A. (2013). Increasing teacher treatment integrity through performance feedback provided by school personnel. Psychology in the Schools, 50, 134–150. doi:10.1002/pits.21664.

    Article  Google Scholar 

  • Sanetti, L. M. H., & Kratochwill, T. R. (2009). Treatment integrity assessment in the schools: An evaluation of the treatment integrity planning protocol. School Psychology Quarterly, 24, 24.

    Article  Google Scholar 

  • Schnoes, C., Reid, R., Wagner, M., & Marder, C. (2006). ADHD among students receiving special education services: A national survey. Exceptional Children, 72, 483–496.

    Google Scholar 

  • Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41, 160–175.

    Google Scholar 

  • Stuart, G., Tondora, J., & Hoge, M. (2004). Evidence-based teaching practice: Implications for behavioral health. Administration and Policy in Mental Health, 32, 107–130.

    Article  PubMed  Google Scholar 

  • Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. doi:10.2307/1170754.

    Article  Google Scholar 

  • Vannest, K. J., Davis, J. L., Davis, C. R., Mason, B. A., & Burke, M. D. (2010). Effective intervention for behavior with a daily behavior report card: A meta-analysis. School Psychology Review, 39, 654–672.

    Google Scholar 

  • Vujnovic, R. K., Fabiano, G. A., Pelham, W. E., Greiner, A., Waschbusch, D. A., Gera, S., Linke, S., Gormley, M., & Buck, M. (2014). The Student Behavior Teacher Response (SBTR) System: Preliminary psychometric properties of an observation system to assess teachers’ use of effective behavior management strategies in preschool classrooms. Education and Treatment of Children, 37, 323–346.

  • Wechsler, D., & Hsiao-pin, C. (2011). WASI-II: Wechsler Abbreviated Scale of Intelligence. London: Pearson.

    Google Scholar 

  • Weller, E. B., Weller, R. A., Fristad, M. A., Rooney, M. T., & Schecter, J. (2000). Children’s interview for psychiatric syndromes (ChIPS). Journal of the American Academy of Child and Adolescent Psychiatry, 39, 76–84.

    Article  PubMed  Google Scholar 

  • Witt, J. C., Noell, G. H., LaFleur, L. H., & Mortenson, B. P. (1997). Teacher use of interventions in general education settings: Measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693–696.

Download references

Acknowledgments

Funding for this study was provided by the Institute of Education Sciences to Julie S. Owens, Erika K. Coles and Steven W. Evans. We extend our appreciation to the participating teachers and families. We are also grateful for the consultation provided by Dr. Ann Schulte and Dr. Andy Frey throughout the development and implementation of the project.

Author information

Authors and Affiliations

  1. Florida International University, Miami, FL, USA

    Erika K. Coles & Janine Slavec

  2. Ohio University, Athens, OH, USA

    Julie Sarno Owens, Verenea J. Serrano & Steven W. Evans

Authors
  1. Erika K. Coles
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Julie Sarno Owens
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Verenea J. Serrano
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Janine Slavec
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Steven W. Evans
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Erika K. Coles.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Coles, E.K., Owens, J.S., Serrano, V.J. et al. From Consultation to Student Outcomes: The Role of Teacher Knowledge, Skills, and Beliefs in Increasing Integrity in Classroom Management Strategies. School Mental Health 7, 34–48 (2015). https://doi.org/10.1007/s12310-015-9143-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12310-015-9143-2

Keywords

Search

Navigation