Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools

Area of Science:

• Educational Psychology
• Behavioral Science
• Child Psychology

Background:

• Consultation services are crucial for addressing student behavioral and academic challenges in schools.
• Effective treatment plan implementation is key to positive child outcomes.
• Comparing different consultation models can optimize support delivery.

Purpose of the Study:

• To compare the effectiveness of an integrated support model versus weekly follow-up interviews for treatment implementation.
• To examine the impact of these models on child outcomes (behavioral and academic).
• To analyze the correlation between treatment implementation, acceptability, and child outcomes.

Main Methods:

• 39 elementary school students with challenging behaviors or academic deficits participated.
• Teacher-student dyads were randomly assigned to either an integrated support model or weekly follow-up interviews.
• Treatment plan implementation and child outcomes were measured.

Main Results:

• The integrated support model led to superior treatment implementation and improved child outcomes compared to weekly follow-up.
• Teacher ratings of consultant effectiveness, treatment acceptability, and implementation did not differ between groups.
• Treatment plan implementation was significantly correlated with child behavioral outcomes.

Conclusions:

• Integrated support models offer a more effective approach to consultation for improving student outcomes.
• While implementation is linked to outcomes, teacher perceptions of acceptability and effectiveness were not influenced by the model.
• Findings have implications for enhancing consultation practices in educational settings.