Abstract
Using a within-subjects design and validated vignettes, this study examined the relative effects of four training and consultation conditions (i.e., consultation with key opinion leaders, consultation with observation and performance feedback, consultation with motivational interviewing, and professional development-as-usual) on teachers’ (N = 157) self-reported ratings and rankings of the likelihood of adoption of a daily report card intervention for students with disruptive behaviors. The consultation with key opinion leaders condition produced significantly higher ratings of the likelihood of reported adoption than did the consultation with motivational interviewing or professional development-as-usual conditions, and was ranked higher than all other conditions. Professional development-as-usual was rated and ranked significantly lower than all other conditions. Teacher factors, including teacher experience and teacher burnout, were evaluated as predictors of adoption ratings. Implications and recommendations regarding the use of training and consultation conditions in research and practice are discussed.
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