Supporting Teachers' Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?
Although intensive interventions can be more costly than less intensive interventions, for some individuals, they may be more cost-effective. We extend the examination of differential cost-effectiveness to teacher consultation by examining the association between teacher-level characteristics (baseline knowledge, beliefs, skills) and change in target student behavior under standard problem-solving consultation conditions and enhanced consultation using motivational interviewing techniques. In a sample of 58 elementary school teachers (consultees), enhanced consultation was more costly and effective than standard consultation regardless of teacher-level characteristics. Enhanced consultation was particularly cost-effective in changing student behavior among teachers low in knowledge of classroom management strategies and student behavior, intervention-supportive beliefs (perceptions of responsibility for students’ problematic behavior), and baseline skills relative to standard consultation. Sensitivity analyses reveal that enhanced consultation may be more costly and less effective among teachers higher in knowledge and intervention-supportive beliefs, and/or skills. We discuss implications for multitiered professional development for teachers.
School Psychology Review
DeFouw, E. R.,
Owens, J. S.,
Margherio, S. M.,
(2022). Supporting Teachers' Use of Classroom Management Strategies via Different School-Based Consultation Models: Which Is More Cost-Effective for Whom?. School Psychology Review.
Available at: https://aquila.usm.edu/fac_pubs/20281