The growing number of school-aged children displaying challenging behavior has increased the need for effective interventions. School-based consultants (SBC) report using behavioral consultation to assist teachers in designing behavior intervention plans (BIP) that help students engage in appropriate behavior in the classroom. Research indicates that direct training methods increase teacher's implementation of the BIP. One commonly used direct training method, performance feedback (PF), is used to assess teachers' treatment integrity. Research also indicates that checklists (non-direct measures) are more cost efficient methods. The purpose of this paper was to evaluate a direct training method used to train teachers to self-monitor their own implementation of their student's BIP in an effort to increase accuracy of self-report and sustainable treatment integrity outcomes. Two educators who worked with children with challenging behavior participated in this study. The effect of using self-monitoring on both educators' implementation of BIPs was evaluated. Results indicated that both educators' implementation increased and maintained into the maintenance phase. Also, results indicated that educator's accuracy of reporting was similar to independent observers.

Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least experience and training administering behavior support plans (BSPs) in their setting. A multi-level consultation model was used to train paraprofessionals (i.e., teaching assistants) to implement individualized BSPs. First, paraprofessionals were trained in a one-on-one setting how to implement the BSPs using behavioral skills training. Next, adherence to the BSP was monitored by independent observers and additional support was delivered contingent on meeting an adherence criterion. Through a cascading logic, data showed that paraprofessionals engaged in immediately and significantly higher levels of BSP adherence following application of the multilevel consultation model, and as a result, students engaged in immediately and significantly lower rates of challenging behavior (Tau-U = -.97 to -1), which maintained over time. Further, all adult participants rated the procedures as highly acceptable. Thus, with minimal training provided to each paraprofessional across the study (M = 151.2 minutes), and dramatic observed changes in challenging behavior, the multilevel consultation model proved highly efficient, effective, and acceptable.

The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with two kindergarten classroom teachers and two high functioning children with autism spectrum disorders engaging in moderate problem behavior during daily classroom routines. The focus was to evaluate the extent to which the kindergarten teachers could adequately use the TTYC toolkit with minimal behavioral consultation in the assessment and intervention process and to examine its impact on student behavior. A multiple baseline design across routines was used for each child to evaluate the child outcomes. The results indicated that the teachers successfully used the TTYC toolkit to design and implement routine-based intervention plans with fidelity, and their implementation of the intervention plan led to increased replacement behavior and decreased problem behavior across routines for both children. Improved levels of behaviors were maintained at 2-week follow up for one child.

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The growing strength-based approach to the assessment and intervention of students' social and emotional learning competencies has significant implications for the practice of behavioral consultation in school settings (Zins & Elias, 2007). The current research study utilized four separate multiple baseline case studies across students in order to evaluate the effects of behavioral interventions developed in accordance with either a traditional model of behavioral consultation (Bergen & Kratochwill, 1990), or a proposed strength-based model of behavioral consultation, developed in accordance with the tenets of strength-based assessment as described in Epstein et al. (2003). Dependent variables of interest across both models of consultation included direct observations of student on-task behavior and frequency counts of teachers' use of general praise, behavior specific praise and reprimand statements during specified observational periods. Estimates of social validity regarding teachers' perceptions of the acceptability, effectiveness and feasibility of the interventions developed through both types of consultation were also obtained at the conclusion of each intervention. Results indicated that while behavioral interventions implemented across both models of consultation led to positive improvements in student on-task behaviors and increases in teachers' use of general praise and behavior specific praise statements, teachers engaged in interventions developed through the strength-based model of behavioral consultation had significantly higher rates of behavior specific praise than they did when implementing interventions through the traditional behavioral model. This study adds to the existing literature by providing a detailed description and theoretical blueprint for future researchers regarding how to integrate the growing strength-based movement of assessment and intervention with school-based behavioral consultation initiatives in order to improve the social, emotional and behavioral competencies of individual students, as well as facilitate the establishment and maintenance of positive teacher-student interactions in the classroom setting. / School Psychology