Thesis (Ph. D. in Education and Human Development)--Vanderbilt University, Dec. 2004. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--University of Louisville, 2008. Thesis (Ph. D.)--University of Kentucky, 2008. / University of Louisville, Kent School of Social Work. University of Kentucky, College of Social Work. Vita. "May 2008." Includes bibliographical references (leaves 213-233).

Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003. / A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.

Thesis (Ph. D.)--University of North Carolina at Greensboro, 2006. / Title from PDF title page screen. Advisor: Terri Shelton; submitted to the Dept. of Psychology. Includes bibliographical references (p. 69-83).

Thesis (M. Psych. Clin.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--University of Queensland, 2002. / Includes bibliographical references.

published_or_final_version / abstract / toc / Clinical Psychology / Master / Master of Social Sciences

This present study examined parent and teacher treatment integrity during conjoint behavioral consultation (CBC) in the remediation of behavioral problems in children at home and at school. A primary purpose of the study examined the relationship between treatment integrity and treatment outcome. A second purpose was to investigate the association between the integrity with which interventions were implemented and treatment acceptability. More specifically, the relationships between parent and teacher treatment integrity and (a) time to effectiveness; and (b) intervention difficulty were examined. An A/B design was used and participants included 12 children, their parents, and their teachers. Results indicate that parent and teacher treatment integrity was moderately related to the effectiveness of interventions. Results also indicate that treatment integrity and parent and teacher perceptions of treatment acceptability were minimally related. However, strong relationships were found between treatment integrity and parent and teacher perceptions of time to effectiveness and a moderate relationship was found with treatment integrity and parent ratings of program difficulty. Moreover, the directions of the treatment integrity relationships with treatment acceptability and intervention difficulty factors were in the direction hypothesized with the exception of teacher perceptions of treatment acceptability. The theoretical and practical implications of these findings, limitations of this study, and future research directions are discussed.