Abstract
The integration of research and practice is considered essential to the effective delivery of professional services for children with special needs. The study provides a detailed example of how school personnel can implement high quality consultative services to teachers and students. Behavioral consultation was conducted with a teacher of a general education student who demonstrated persistent behavior problems in the classroom. An A-B design was used to analyze the effectiveness of a behavioral intervention (contingency contracting) on the student's disruptive behavior. Direct observation and behavior checklist data indicated a significant decrease in disruptive behavior from baseline to treatment. Positive treatment effects were maintained at a 4-week follow-up. Results indicated a high level of perceived consultant effectiveness and an increase in consultee problem-solving skills. Implications for effective consultation are discussed.
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