Abstract

Teachers frequently encounter disruptive or other challenging behavior in their classrooms, which often results in poor outcomes for both teachers and students. Behavior consultation is frequently used to assist teachers in managing challenging behavior. However, it is difficult for teachers to implement behavioral interventions with consistent fidelity, even with consultative support. This pilot study utilized a multiple-baseline design to evaluate the effects of a compassionate behavior consultation on teachers' implementation fidelity of evidence-based classroom management practices in three junior high classrooms. It also assessed the teacher's ratings of the social validity of the consultation process and resulting interventions. A compassionate behavior consultation consists of seven steps: (a) interview the teacher, (b) observe current classroom management practices, (c) analyze current classroom management practices, (d) plan adjustments to current practices, (e) review recommendations with the teacher, (f) analyze the teacher's willingness to implement recommendations, and (g) observe the teacher implementing the selected intervention and provide feedback. The findings of this study indicate that a compassionate behavior consultation approach immediately increased the implementation fidelity of class-wide behavior interventions for each participant. However, fidelity for each participant decreased during the maintenance phase, indicating that teachers may need ongoing coaching to maintain high fidelity. The consultation process and resulting interventions were highly socially valid. Participants also reported improved classroom behavior and decreased stress. The results of this study have important implications for conducting behavior consultation in schools.

Degree

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

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