Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-14T23:03:55.973Z Has data issue: false hasContentIssue false
  • English
  • Français

Application of Behavioural Consultation to Assist Teachers of Children with Developmental Disabilities

Published online by Cambridge University Press:  26 February 2016

Jeff Sigafoos ,
Heidi Bushell  and
Madonna Tucker
Jeff Sigafoos*
Affiliation:
University of Queensland
Heidi Bushell
Affiliation:
University of Queensland
Madonna Tucker
Affiliation:
University of Queensland
*
Address for correspondence: Dr Jeff Sigafoos, Schonell Special Education Research Centre, The University of Queensland, QLD 4072. Email: j.sigafoos@mailbox.uq.oz.au
Get access Rights & Permissions [Opens in a new window]

Abstract

This paper describes application of behavioural consultation in an Australian special education setting. Consultation focused on assisting teachers in the development, implementation and evaluation of systematic instructional programs in a number of priority goal areas (e.g., community, domestic, language, recreational, and vocational domains). Consultation occurred in four areas: (a) assessment, (b) goal selection and scaling, (c) developing and implementing instructional procedures, and (d) evaluating child outcomes. Five teachers and five of their students with developmental disabilities participated. After goals were selected, an initial rating of each child’s level of performance with respect to these goals was made using Goal Attainment Scaling (GAS). Next, instructional procedures to achieve each goal were designed and implemented with a subsequent GAS rating made after six months. Progress was noted on 84% of the goals. This result suggests the model may be of some assistance to teachers of children with developmental disabilities. However, the present description should be viewed as a pilot project and case study. Further research would be needed to validate the approach described in this study.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 20 , Issue 2 , 1996 , pp. 40 - 52
Copyright
Copyright © The Australian Association of Special Education 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aman, M.G., & Singh, N.N. (1986). Aberrant Behavior Checklist. East Aurora, NY: Slosson Educational Publications.Google Scholar
Bailey, D.B., & Simeonsson, R.J. (1988). Investigation of use of goal attainment scaling to evaluate individual progress of clients with severe and profound mental retardation. Mental Retardation, 26, 289–295.Google Scholar
Barrett, B.H., Beck, R., Binder, C. Cook, D.A., Engelman, S., Greer, R.D., Kyrklund, S.J., Johnson, K.R., Maloney, M., McCorkle, N., Vargas, J.S., & Watkins, C.L. (1991). The right to effective education. The Behavior Analyst, 14, 79–82.Google Scholar
Bergan, J.R. (1977). Behavioral consultation. Columbus, OH: Merrill.Google Scholar
Bergan, J.R., & Kratochwill, T.R. (1990). Behavioral consultation in applied settings. New York: Plenum.Google Scholar
Browder, D.M. (1987). Assessment of individuals with severe handicaps: An applied behavior approach to life skills assessment. Baltimore: Paul H. Brookes.Google Scholar
Bzoch, K.R., & League, R. (1991). Receptive Expressive Emergent Language Test (2nd ed.). Austin, TX: Pro-Ed.Google Scholar
Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based intervention for problem behavior. Baltimore: Paul H. Brookes.Google Scholar
Carr, R.A. (1979). Goal attainment scaling as a useful tool for evaluating progress in special education. Exceptional Children, 45, 88–95.Google Scholar
Cipani, E., & Spooner, F. (Eds.) (1994). Curricular and instructional approaches for persons with severe disabilities. Boston: Allyn and Bacon.Google Scholar
Didden, R., Duker, P.C., & Korzilius, H. (1994). Database Problem Behavior 3.0. Nijmegen: Behavioral Software.Google Scholar
Didden, R., Duker, P.C., & Sigafoos, J. (1995). Database Augmentative and Alternative Communication 1.0. Nijmegen: Behavioral Software.Google Scholar
Fuchs, D., & Fuchs, L.S. (1989). Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. School Psychology Review, 18, 260–279.Google Scholar
Fuchs, D., Fuchs, L.S., Dulan, J., Roberts, H., & Fernstrom, P. (1992). Where is the research on consultation effectiveness? Journal of Educational and Psychological Consultation, 3, 151–174.Google Scholar
Iverson, A.M., & Lee, S.W. (1991). The effect of behavioral consultation on educational recommendations: A single case experimental design. Journal of Educational and Psychological Consultation, 2, 249–266.CrossRefGoogle Scholar
Kiresuk, T.J., & Sherman, R.E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4,443–453.Google Scholar
Kratochwill, T.R., Sladeczek, I., & Plunge, M. (1995). The evolution of behavior consultation. Journal of Educational and Psychological Consultation, 6, 145–157.Google Scholar
Lambert, N., & Windmiller, M. (1981). Adaptive Behavior Scale, School Edition-Revised. Washington, DC: American Association on Mental Deficiency.Google Scholar
Mace, F.C., Hock, M.L., Lalli, J.S., West, B.J., Belfiore, P.J., Pinter, E., & Brown, D.K. (1988). Behavioral momentum in the treatment of noncompliance. Journal of Applied Behavior Analysis, 21, 123–141.Google Scholar
Maher, C.A. (1983). Goal attainment scaling: A method for evaluating special education services. Exceptional Children, 49, 529–536.CrossRefGoogle Scholar
McKellar, N.A. (1991). Enhancing the IEP process through consultation. Journal of Educational and Psychological Consultation, 2, 175–187.CrossRefGoogle Scholar
Orelove, F.P., & Sobsey, D. (1991). Educating children with multiple disabilities (2nd ed.). Baltimore: Paul H. Brookes.Google Scholar
Popovich, D. (1981). Effective education and behavioral programming for severely and profoundly handicapped students. Baltimore: Paul H. Brookes.Google Scholar
Rainforth, B., York, J., & Macdonald, C. (1992). Collaborative teams for students with severe disabilities. Baltimore: Paul H. Brookes.Google Scholar
Reschly, D.J. (1993). Continuing education programs in consultation. In Zins, J., Kratochwill, T.R., & Elliott, S.N. (Eds.), Handbook of consultation services for children, 394–418. San Francisco: Jossey Bass.Google Scholar
Sheridan, S.M., & Colton, D.L. (1994). Conjoint behavioral consultation: A review and case study. Journal of Educational and Psychological Consultation, 5, 211–228.Google Scholar
Snell, M.E. (Ed) (1993). Instruction of students with severe disabilities (4th ed.). New York: Merrill.Google Scholar
Wilks, R. (1994). A consultation and training role for the behaviourally oriented educational psychologist in school settings: A clinical note. Behaviour Change, 11, 121–125.Google Scholar
Young, K.R., West, R.P., & Macfarlane, C.A. (1994). Program development, evaluation, and data-based decision making. In Cipani, E. & Spooner, F. (Eds.), Curricular and instructional approaches for persons with severe disabilities, 50–80. Boston: Allyn and Bacon.Google Scholar