Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000).
Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies.
Journal of Applied Behavior Analysis,
33, 271-284.
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.
DESCRIPTORS: _treatment integrity, consultation, performance
feedback, teachers, education, peer tutoring, reading