Practicing School Consultants Can Empirically Validate Interventions

Abstract

ABSTRACT The purpose of this manuscript is to describe and demonstrate how practicing school psychologists who are serving as consultants can empirically validate interventions using the non-concurrent multiple-baseline across-subjects (Non-Con M-B A-S) design. Over the course of a school year, three teachers, from different elementary schools, each referred a student for behavioral consultation. In each case, the target problem was insufficient journal writing, and the teacher and consultant developed interventions consisting of goal setting, self-monitoring, self-graphing, and reinforcement. Data from the three behavioral consultation cases were combined to form a Non-Con M-B A-S design. Results showed immediate and sustained increases in students' journal writing after the intervention was implemented. Discussion focuses on applied and experimental strengths and limitations associated with practicing school consultants' use of the Non-Con M-B A-S design.