Volume 8, Issue 2 (1979)
Alternative Teacher Consultation Model: A Case Study
John E. Langhorne, Jr., Carl Paternite, Jan Loney
A major trend in the behavioral intervention with children has been the delivery of services into the community at large, (e.g., Tharp & Wetzel, 1969). The elementary classroom has been a favorite location for such intervention because of the generally positive response of school personnel to behavior change programming. The number of How-To-Modify-Behavior books and manuals for teachers (e.g., Ackerman, 1972;Carter, 1972) reflects this concern for and interest in working with the schools. The trend toward a behavioral teacher-consultation model, usually involving a consultant working with classroom teachers individually, has been strengthened by the development and application of in vivo behavior measurement techniques, which are appropriate to the classroom environment (O’Leary & 0-Leary, 1972; Hops & Cobb,1973; Mac Donald & Tanabe, 1973; Madsen & Madsen, 1974). The use of such techniques can provide immediate and objective assessment criteria with which to measure behavior change, provide feedback to teachers, and periodically re-evaluate programming.
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