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ERIC Number: EJ1049568
Record Type: Journal
Publication Date: 2015-Feb
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Teacher-to-Teacher Consultation: Facilitating Consistent and Effective Intervention across Grade Levels for Students with ADHD
Gormley, Matthew J.; Dupaul, George J.
Psychology in the Schools, v52 n2 p124-138 Feb 2015
Teacher-to-teacher consultation (TTC) is an extension of standard behavioral consultation that seeks to transfer an established and effective intervention across a grade-level transition by including teachers from both grade levels as conjoint consultees at the beginning of the second school year. The purpose of the current study was to determine if TTC could facilitate the maintenance of previous intervention-level behavioral functioning across a grade-level transition for three students with attention-deficit/hyperactivity disorder (ADHD). A multiple baseline, multiple probe design was employed. Results indicated that the TTC procedure was able to maintain the behavioral gains made during Year 1, across a grade-level transition into Year 2. Additionally, acceptability data demonstrated that both teachers and students found the procedure and resultant interventions acceptable.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 1; Primary Education; Elementary Education; Early Childhood Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A