Conjoint Behavioral Consultation: Application to the School-based Treatment of Anxiety Disorders

In the current paper we discuss the treatment of childhood anxiety disorders using a problem-solving consultation framework. The role of consultation as a service delivery model in a school setting is elaborated on, as well as the contribution that consultation has in the movement towards evidence-based practices in school psychology. Additionally, a description of the role of consultation specifically in the treatment of childhood anxiety is provided. The role of parents and teachers in treatment is further elucidated, and the separate influence each may have on traditional treatment outcomes is presented. Finally, we discuss the benefits of using a conjoint behavioral consultation model (CBC) of treatment, whereby a mental health professional consults with a child\u27s parents and teachers, who collaborate to assess, monitor, and treat the child\u27s problems. We conclude with a discussion of the benefits of this collaborative approach to treatment of childhood anxiety and illustrate the application of CBC with a case example of selective mutism

The effects and perceived consequences of testing accommodations on math and science performance assessments

The present study examined the effect accommodations have on test results of students with and without disabilities and documented experts’ judgments about the appropriateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performance tasks and from eight testing experts who evaluated the fairness and validity of a sample of testing accommodations used with these students. Results indicated that, for most students with disabilities and some students without disabilities, packages of testing accommodations had a moderate to large effect on performance task scores. Expert reviewers rated most accommodations for a student with disabilities as being both valid and fair, and they gave accommodations listed on a student’s individualized education program (IEP) significantly higher validity and fairness ratings than accommodations that were not listed on the student’s IEP. Interpretations of these data are provided and implications for practice and future research are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved

Reprint of “The Single-Case Reporting Guideline In BEhavioural interventions (SCRIBE) 2016: explanation and elaboration”

There is substantial evidence that research studies reported in the scientific literature do not provide adequate information so that readers know exactly what was done and what was found. This problem has been addressed by the development of reporting guidelines which tell authors what should be reported and how it should be described. Many reporting guidelines are now available for different types of research designs. There is no such guideline for one type of research design commonly used in the behavioral sciences, the single-case experimental design (SCED). The present study addressed this gap. This report describes the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016, which is a set of 26 items that authors need to address when writing about SCED research for publication in a scientific journal. Each item is described, a rationale for its inclusion is provided, and examples of adequate reporting taken from the literature are quoted. It is recommended that the SCRIBE 2016 is used by authors preparing manuscripts describing SCED research for publication, as well as journal reviewers and editors who are evaluating such manuscripts.Published versio

The Single-Case Reporting Guideline In BEhavioural Interventions (SCRIBE) 2016 statement

We developed a reporting guideline to provide authors with guidance about what should be reported when writing a paper for publication in a scientific journal using a particular type of research design: the single-case experimental design. This report describes the methods used to develop the Single-Case Reporting guideline In BEhavioural interventions (SCRIBE) 2016. As a result of 2 online surveys and a 2-day meeting of experts, the SCRIBE 2016 checklist was developed, which is a set of 26 items that authors need to address when writing about single-case research. This article complements the more detailed SCRIBE 2016 Explanation and Elaboration article (Tate et al., 2016) that provides a rationale for each of the items and examples of adequate reporting from the literature. Both these resources will assist authors to prepare reports of single-case research with clarity, completeness, accuracy, and transparency. They will also provide journal reviewers and editors with a practical checklist against which such reports may be critically evaluated. We recommend that the SCRIBE 2016 is used by authors preparing manuscripts describing single-case research for publication, as well as journal reviewers and editors who are evaluating such manuscripts.Funding for the SCRIBE project was provided by the Lifetime Care and Support Authority of New South Wales, Australia. The funding body was not involved in the conduct, interpretation or writing of this work. We acknowledge the contribution of the responders to the Delphi surveys, as well as administrative assistance provided by Kali Godbee and Donna Wakim at the SCRIBE consensus meeting. Lyndsey Nickels was funded by an Australian Research Council Future Fellowship (FT120100102) and Australian Research Council Centre of Excellence in Cognition and Its Disorders (CE110001021). For further discussion on this topic, please visit the Archives of Scientific Psychology online public forum at http://arcblog.apa.org. (Lifetime Care and Support Authority of New South Wales, Australia; FT120100102 - Australian Research Council Future Fellowship; CE110001021 - Australian Research Council Centre of Excellence in Cognition and Its Disorders)Published versio

Behavioral Parent-Teacher Consultation: Conceptual and Research Considerations

The importance of involving parents in their children’s education has been documented consistently. Likewise, school psychology as a profession traditionally has recognized the importance of working actively and collaboratively with parents. Little conceptual or empirical work has been reported, however, that links home and school individuals systematically in collaborative problem-solving consultation. Behavioral consultation provides a useful framework for working within and between family and school systems to involve parents and teachers together in cooperative problem-solving, with a focus on the interacting systems in a child’s life. The potential advantages of having both parents and teachers serve as consultees are that this structure promotes (a) identification of tempo-rally or contextually distal setting events, (b) consistent and systematic behavioral programming, and ( c) programming for generalization of treatment effects across settings. Likewise, the potential for effective communication, constructive partnerships, and productive relationships between home and school is increased. In the present article, we present an overview of conjoint behavioral consul-tation, as well as procedural considerations and future research directions

5. Use of Computer Technology in Behavioral Assessments

Major developments in the behavioral assessment field have occurred over the past decade (e.g., Barlow, 1981 ; Ciminero, Calhoun, & Adams , 1986; Haynes & Wilson, 1979; Mash & Terdal, 1988a). The use of computer technology by behavioral assessors has occurred, but this is a relatively recent development (Kratochwill, Doll, & Dickson, 1986; Romanczyk, 1986). Consider, for example, that behavioral assessment texts include little discussion of computer applications and many articles restrict discussion of behavioral assessment to observational measures (see Cone & Hawkins, 1977, for an exception). In psychology and education, issues of journals have been devoted to computer applications in assessment and treatment (e.g., Bennett & Maher, 1984; McCullough & Wenck, 1984a) and these have generally included articles describing applications in the behavioral field. Developments in computer technology are important in behavioral assessment for a number of reasons. First, although many current applications of computer technology in psychology and education have focused on traditional testing, test scoring, and report generation, there is the potential for application of this technology across a wide range of behavioral measures on various adult and childhood behavior disorders (Reynolds, McNamara, Marion, & Tobin , 1985). Applications (to be reviewed in this chapter) already include interviews, checklists and rating scales, direct observation, self-monitoring, and psychophysiological measures. Thus, the technology available may facilitate behavioral analysis and treatment design, and monitoring across these measures. Second, computers offer special benefits in practice by reducing the time and cost of assessment. While this might be considered an advantage of computerassessment applications generally, it is a special feature that should be considered by behavioral assessors. Traditionally, behavioral assessment has been considered very time consuming and costly for use in applied settings. Surveys of practitioners who have engaged in behavioral assessment practices have provided feedback suggesting time and cost limitations (e.g., Anderson, Cancelli, & Kratochwill, 1984), and these dimensions have, in part, explained the reliance on more traditional tests by behavioral assessors (Mash & Terdal, 1988b). Third, and related, computer technology may help standardize behavioral assessment on procedural and psychometric dimensions. In the past, behavioral assessment has not been highly standardized, even though a movement in this direction could be positive (e.g., Cone & Hawkins, 1977; Kratochwill, 1985; Mash & Terdal, 1988b). Computer programming requires researchers and clinicians to operationalize measures that remained previously at the conceptual level. Thus, this standardization could occur on both psychometric (accuracy, reliability, validity, norming) and procedural dimensions (protocol, instructions, coding) of various behavioral assessment strategies. Fourth, microcomputer technology, especially accompanying software programs, can facilitate the dissemination of behavioral assessment strategies into diverse areas of practice. The range of applications from least to most influence of the psychologist in therapeutic decision making and client care include the following (Hartman, 1986b): (a) storage and retrieval of clinical records, (b) administration and storage of tests, (c) automated interviewing, (d) automated test interpretation, (e) integrated report writing/evaluations, and (f) treatment programming. Because increasing numbers of practitioners have access to microcomputers, behavioral assessment tools can be disseminated by sharing a disk. Thus, the software provides a portable vehicle for assessment and treatment procedures, encouraging use in diverse settings and with diverse clients. Fifth, although there is little empirical work in this area, computers in behavioral assessment may strengthen the link between assessment and treatment. Microcomputers have been used for both assessment and treatment of developmentally disabled children (e.g., Romanczyk, 1984, 1986), and may supplement conventional self-help or bibliotherapy formats in psychological treatment (Reynolds et al., 1985). Expert systems (discussed subsequently) may also facilitate the assessment treatment link (Kramer, 1985). In this chapter we discuss the current scope of behavioral assessment and provide an overview of some identifying characteristics. We then review current applications of computer technology across several domains of behavioral assessment. Finally, we present factors bearing on the development and use of computers in behavioral assessment with a specific focus on directions for research

Preparation of School Psychologists in Behavioral Consultation Service Delivery

Practicing school psychologists have reported that consultation generally has been a high priority in service delivery approaches in schools and other applied settings (e.g., Gutkin, Singer, & Brown, 1980; Lesiak & Lounsbury, 1977; Meacham & Peckam, 1978). Although many practitioners now receive didactic training, few school psychology programs may actually provide a field practicum or other supervised experience in consultation. Formal applied training in consultation is important for several professional and ethical reasons. In the last decade, there has been growing concern over the limitations of traditional psychoeducational services provided to children in school settings. For example, studies have demonstrated that psychologists using traditional assessment practices have major difficulties reliably identifying children for the provision of special educational services (e.g., Ysseldyke, Thurlow, Graden, Wesson, Algozzine, & Deno, 1983). Once referred, there is a high probability that students tested will be placed in special education, and there continues to be low relationship between the actual assessment protocol and the design, implementation, and monitoring of intervention programs. Thus, there has been growing interest in consultation practice as part of the regular education initiative (REI) which calls for radical reform in services to mildly handicapped children, some of whom receive services in regular education settings. Recommendations for the inclusion of consultation as a part of the intervention process in the regular education setting supports the growing interest of training in this area (Cancelli & Lange, 1990). Although it is beyond the scope of our chapter to provide an overview of concerns pertaining to the REI, the interested reader is referred to Kauffman (1991), and a mini-series edited by Rosenfield (1990) that reviews issues in this area

Theories of Reactivity in Self-Monitoring: A Comparison of Cognitive-Behavioral and Operant Models

Three theoretical explanations have been proposed to account for reactivity in self-monitoring, including Kanfer\u27s cognitive-mediational model, Rachlin\u27s operant recording response model, and Nelson and Hayes\u27s multiple cueing models. The present study compared these models under uniform conditions. Sixty undergraduates were assigned to either self-monitoring (SM); SM plus goal setting (GS); SM, GS, plus self-reinforcement (SR); GS plus SR; or a training only control group. The dependent variable consisted of verbal nonfluencies. Results suggested that although all conditions produced significant reductions in verbal nonfluencies, reactive effects were largest under the two conditions that employed self-reinforcement conditions (i.e., SM + GS + SR, and GS + SR). The role of external contingencies in the reactivity of self-monitoring are discussed

A Conceptual Model for the Expansion of Behavioral Consultation Training

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented