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    Evaluating implementation supports delivered within problem-solving consultation

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    Name:
    cslkb_Strategies_final.pdf
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    Format:
    PDF
    Description:
    Final Accepted Manuscript
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    Author
    Collier-Meek, Melissa A
    Sanetti, Lisa M H
    Levin, Joel R
    Kratochwill, Thomas R
    Boyle, Ashley M
    Affiliation
    Univ Arizona
    Issue Date
    2019-02-01
    Keywords
    Classroom management
    Consultation
    Implementation
    Single case design
    Treatment fidelity
    
    Metadata
    Show full item record
    Publisher
    PERGAMON-ELSEVIER SCIENCE LTD
    Citation
    Collier-Meek, M. A., Sanetti, L. M., Levin, J. R., Kratochwill, T. R., & Boyle, A. M. (2019). Evaluating implementation supports delivered within problem-solving consultation. Journal of School Psychology, 72, 91-111.
    Journal
    JOURNAL OF SCHOOL PSYCHOLOGY
    Rights
    © 2019 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
    Collection Information
    This item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at repository@u.library.arizona.edu.
    Abstract
    Teachers participating in problem-solving consultation often struggle to maintain adequate treatment fidelity, which is necessary to improve student outcomes. Low levels of treatment fidelity may result from implementation barriers, such as intervention compatibility, implementer skill, and implementer motivation. This study involves the evaluation of five implementation supports designed to address implementation barriers (i.e., Implementation Planning, Role Play, Participant Modeling, Raising Awareness, Motivational Consulting) within problem-solving consultation. Across 14 randomized individual single-case AB intervention designs, we evaluated the impact of these implementation supports on teacher treatment fidelity of classroom management plans and class-wide academic engagement and disruptive behavior. Visual analysis, descriptive statistics, and randomization test analyses suggest that these implementation supports have the potential to be broadly effective in improving teachers' fidelity and student outcomes. Teachers required a different number of supports to increase fidelity levels and rated the implementation supports positively. Implications of the study's findings are described.
    Note
    24 month embargo; published online: 15 January 2019
    ISSN
    1873-3506
    PubMed ID
    30819464
    DOI
    10.1016/j.jsp.2018.12.002
    Version
    Final accepted manuscript
    Sponsors
    Institute of Education Sciences, U.S. Department of Education [R324A10005]
    Additional Links
    https://www.sciencedirect.com/science/article/pii/S0022440518301195?via%3Dihub
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.jsp.2018.12.002
    Scopus Count
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    UA Faculty Publications

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