title: Increasing intervention implementation in general education following consultation: a comparison of two follow-up strategies.
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.
authors.affiliation: Department of Psychology, Louisiana State University, Baton Rouge 70803-5501, USA. gnoell@lsu.edu
authors.forename: G H
authors.initials: GH
authors.lastname: Noell
authors.forename: J C
authors.initials: JC
authors.lastname: Witt
authors.forename: L H
authors.initials: LH
authors.lastname: LaFleur
authors.forename: B P
authors.initials: BP
authors.lastname: Mortenson
authors.forename: D D
authors.initials: DD
authors.lastname: Ranier
authors.forename: J
authors.initials: J
authors.lastname: LeVelle
mesh_terms: D000328:Adult; D002648:Child; D005246:Feedback; D005260:Female; D006801:Humans; D008297:Male; D011932:Reading; D012073:Remedial Teaching