Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies.
J Appl Behav Anal
; 33(3): 271-84, 2000.
Article
em En
| MEDLINE
| ID: mdl-11051568
ABSTRACT
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.
Texto completo:
1
Coleções:
01-internacional
Base de dados:
MEDLINE
Assunto principal:
Leitura
/
Ensino de Recuperação
Limite:
Adult
/
Child
/
Female
/
Humans
/
Male
Idioma:
En
Revista:
J Appl Behav Anal
Ano de publicação:
2000
Tipo de documento:
Article