ABSTRACT
This study examined the percentage of steps implemented from treatment plans following consultation with teachers. Interventions were implemented for 39 elementary school students referred for consultation and treatment for challenging behavior or academic deficits. An integrated support model that included antecedent social influence and planning combined with follow-up performance feedback was compared to weekly structured follow-up interviews. Participating teacher-student dyads were randomly assigned to conditions. Integrated support produced superior treatment implementation and child outcomes compared to weekly follow-up meetings. In contrast, teachers' ratings of consultants' effectiveness, treatment acceptability, and treatment implementation were undifferentiated across conditions. Treatment plan implementation and child behavioral outcomes were statistically significantly correlated. Treatment acceptability and implementation were not correlated at a statistically significant level. The implications of these findings for consultation and treatment research and practice are discussed. (PsycINFO Database Record
