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INCREASING INTERVENTION IMPLEMENTATION IN GENERAL EDUCATION FOLLOWING CONSULTATION: A COMPARISON OF TWO FOLLOW‐UP STRATEGIES
Author(s) -
Noell George H.,
Witt Joseph C.,
LaFleur Lynn H.,
Mortenson Bruce P.,
Ranier Deborah D.,
LeVelle James
Publication year - 2000
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2000.33-271
Subject(s) - intervention (counseling) , psychology , peer tutor , reading comprehension , comprehension , reading (process) , multiple baseline design , medical education , special education , mathematics education , principal (computer security) , medicine , computer science , psychiatry , political science , law , programming language , operating system
This study examined two strategies for increasing the accuracy with which general education teachers implemented a peer tutoring intervention for reading comprehension. The intervention was implemented for 5 elementary school students who had been referred for consultation services. Initial implementation of the intervention by the teachers was variable, and the data exhibited a downward trend. When consultants held brief daily meetings with the teachers to discuss the intervention, implementation improved for 2 of 5 participants. Four of the teachers implemented the intervention at levels substantially above baseline during the performance feedback condition, whereas implementation for 1 teacher increased following discussion of an upcoming follow‐up meeting with the principal. Student reading comprehension scores improved markedly during the peer tutoring intervention. Three students maintained these gains 4 weeks after the intervention ended. The implications of these findings for the maintenance of accurate treatment implementation in applied settings are discussed.