Size and consistency of problem-solving consultation outcomes: an empirical analysis

Journal of School Psychology
Jason T HurwitzRonald C Serlin

Abstract

In this study, we analyzed extant data to evaluate the variability and magnitude of students' behavior change outcomes (academic, social, and behavioral) produced by consultants through problem-solving consultation with teachers. Research questions were twofold: (a) Do consultants produce consistent and sizeable positive student outcomes across their cases as measured through direct and frequent assessment? and (b) What proportion of variability in student outcomes is attributable to consultants? Analyses of extant data collected from problem-solving consultation outcome studies that used single-case, time-series AB designs with multiple participants were analyzed. Four such studies ultimately met the inclusion criteria for the extant data, comprising 124 consultants who worked with 302 school teachers regarding 453 individual students. Consultants constituted the independent variable, while the primary dependent variable was a descriptive effect size based on student behavior change as measured by (a) curriculum-based measures, (b) permanent products, or (c) direct observations. Primary analyses involved visual and statistical evaluation of effect size magnitude and variability observed within and between consultants and studi...Continue Reading

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Mar 13, 2014·Journal of School Psychology·Thomas R Kratochwill, Joel R Levin

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Citations

Jan 23, 2016·Journal of School Psychology·Michelle K Demaray
Nov 25, 2019·Journal of School Psychology·Lisa M Hagermoser Sanetti, Melissa A Collier-Meek
Feb 15, 2021·Journal of School Psychology·Maryellen Brunson McClainKandice J Benallie
Mar 25, 2021·Behavior Modification·Mariola MoeyaertEsther Kim
May 31, 2021·Journal of School Psychology·Melissa A Collier-MeekBrittany A Pereira

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