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Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study

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An Erratum to this article was published on 23 August 2017

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Abstract

The goal of this pilot study was to evaluate the effectiveness of a multi-component consultation package in improving teachers’ classroom management skills, particularly among teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs. Participants were 58 elementary school teachers (93% female; 50% non-Hispanic White) who received up to eight biweekly consultation sessions focused on general classroom management strategies and implementation of a daily report card intervention with one target student with or at risk of ADHD. Teachers were randomly assigned to either a comparison consultation condition designed to mirror current best practices (Frank & Kratochwill, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014; Noell & Gansle, in: Erchul, Sheridan (eds) Handbook of research in school consultation, Routledge, New York, 2014) or a multi-component condition designed to simultaneously address teacher knowledge, skills, and beliefs as possible barriers to implementation of classroom interventions. Teachers in both conditions showed significant improvements in labeled praise, appropriate response to student rule violations, and general competence in classroom management. In support of the hypotheses, teachers with lower baseline levels of knowledge, skills, and intervention-supportive beliefs demonstrated more improvement in key outcomes in response to multi-component consultation, as compared to the comparison consultation (Cohen’s d ranged from 0.33 to 1.12). Implications for research and practice in school consultation are discussed.

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  • 23 August 2017

    An erratum to this article has been published.

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Funding

The research reported here was supported by the Institute of Education Sciences, US Department of Education, through Grant # R324A120272. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.

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Authors and Affiliations

  1. Ohio University, Porter Hall 200, Athens, OH, 45701, USA

    Julie Sarno Owens, Steven W. Evans, Lina K. Himawan, Alex S. Holdaway, Allison K. Zoromski & Terah Schamberg

  2. Florida International University, 11200 SW 8th St., Miami, FL, 33199, USA

    Erika K. Coles

  3. Towson University, 8000 York Road, Towson, MD, 21252, USA

    Erin Girio-Herrera

  4. Arizona State University, Tempe, AZ, USA

    Ann C. Schulte

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  1. Julie Sarno Owens
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  2. Erika K. Coles
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Correspondence to Julie Sarno Owens.

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Conflict of interest

We have no conflicts of interest to disclose. Procedures were approved by the institutional review boards at both universities and within all school districts.

Human and Animal Rights

All procedures were performed in accordance with the ethical standards as laid down in the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all parents and teachers included in the study and child assent was obtained from all minors in the study.

Additional information

The original version of this article was revised: The original version of this article unfortunately contained a mistake, that occurred following the author’s approval of the page proofs. The values in Table 6 were incorrect. The corrected Table 6 is given below.

An erratum to this article is available at https://doi.org/10.1007/s12310-017-9225-4.

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Owens, J.S., Coles, E.K., Evans, S.W. et al. Using Multi-component Consultation to Increase the Integrity with Which Teachers Implement Behavioral Classroom Interventions: A Pilot Study. School Mental Health 9, 218–234 (2017). https://doi.org/10.1007/s12310-017-9217-4

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