Behavioral versus process consultation interventions in school settings

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Abstract
Teachers experiencing difficulties in managing disruptive, acting-out children in two parochial first-grade classes were provided either behavioral or process consultation. The behavioral intervention included discussions of behavior modification principles, feedback concerning contingent praise, and individualized behavioral interventions. In contrast, the process consultant used clarifying, supportive, and reflective responses to help the teacher better understand classroom difficulties and enhance her ability to work with problem children. Results of the interventions indicated that during consultation sessions and follow-up, problem behaviors were significantly reduced and attention to desirable behaviors significantly increased. The results were observed in three problem children in the classroom provided with behavioral consultation, and there only. Both teachers rated problem children as being less disruptive following program involvement. Significant positive relations were found between directly observed and teacher ratings of problem behaviors.