Volume 38, Issue 1 (2009)
A Follow-up Study of Relational Processes and Consultation Outcomes for Students With Attention Deficit Hyperactivity Disorder
William P. Erchul, George J. DuPaul, Megan S. Bennett, Priscilla S. Grissom, Asha K. Jitendra, Katy E. Tresco, Robert J. Volpe, Rosemary E. Vile Junod, Lizette M. Flammer-Rivera, Mark C. Mannella
Abstract. The purpose of this study was to link consultant and teacher verbal interaction patterns to consultation outcomes. Participants were 4 consultants, 20 teachers, and 20 elementary school students with attention deficit hyperactivity disorder. Audio-taped Problem Analysis Interviews (PAIs) from Project PASS (Promoting Academic Success in Students) were coded using the Rogers and Farace (1975) relational coding system, and two interpersonal influence measures were calculated. Significant results were as follows: (a) teacher domineeringness (i.e., attempts to influence the consultant) correlated -.66 with treatment integrity; (b) teacher dominance (i.e., successful influence) correlated -.63 with Behavior Intervention Rating Scale intervention acceptability; (c) teacher dominance correlated -.61 with intervention effectiveness; and (d) consultant dominance correlated .59 with treatment integrity. Unlike Erchul et al. (2007), who found teacher influence within the Problem Identification (initial) Interview to be positively associated with outcomes, here teacher PAI influence was negatively associated with outcomes. Implications include the need to examine consultation as a process and the role of influence within this process.
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