Treatment Implementation Following Behavioral Consultation in Schools: A Comparison of Three Follow-up Strategies

By G. Noell, Josepha Witt, Natalie J. Slider, J. Connell, S. Gatti, Kashunda L. Williams, Jennifer L. Koenig, J. Resetar, Gary J. Duhon. 2005

519 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/de67eb94ed7beaf453692a0f2ce11e2e39bc6e3e

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Citations in the corpus

The Effects of Self-Monitoring on Teachers’ Use of Specific Praise (2013, background): “Performance feedback involves collecting data on an individual’s behavior and providing feedback about that behavior (Noell et al., 2005).”
Is Performance Feedback for Educators an Evidence-Based Practice? A Systematic Review and Evaluation Based on Single-Case Research (2015, methodology): “It has been provided in person, through e-mail, and via paper (Barton & Wolery, 2007; Noell et al., 2005; Reinke, LewisPalmer, & Martin, 2007).”
Using Coaching to Support Teacher Implementation of Classroom-based Interventions (2014, background): “Past research has demonstrated similar findings where teachers begin implementing but taper off over time (Noell et al. 2005).”
Use of Coaching and Behavior Support Planning for Students With Disruptive Behavior Within a Universal Classroom Management Program (2014, background): “It is clear that teachers need ongoing support and feedback on their performance to sustain their implementation of new or infrequently used skills (Noell et al., 2005).”
Treatment Integrity in Behavioral Consultation: Measurement, Promotion, and Outcomes (2007, background): “Resulting data do not support a direct relationship between treatment acceptability and integrity (Noell et al., 2005; Hagermoser Sanetti & Kratochwill, 2007), but rather support the view that human behavior is determined by multiple factors that may vary over time.”
Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, methodology): “not be the best method for collecting fidelity data (Noell et al., 2005), it is certainly less intrusive and resource-intensive than bringing in an outside observer.”
Multitiered Support Framework for Teachers’ Classroom-Management Practices (2014, background): “…et al., 1998; Carter & Van Norman, 2010; Jeffrey et al., 2009; MacSuga & Simonsen, 2012; Myers et al., 2011; Noell et al., 1997; Noell et al., 2002; Noell et al., 2005; Simonsen et al., 2010), and these supports may benefit teachers who (a) display significant classroom-management challenges…”
Teacher implementation of precorrection and praise statements in Head Start classrooms as a component of a program-wide system of positive behavior support (2007, background): “Behavior specific praise is a research-based strategy for reinforcing new behaviors and for supporting already learned behaviors in specific contexts (Lampi et al. 2005; Mesa et al. 2005 ).”
The Role of Teachers’ Psychological Experiences and Perceptions of Curriculum Supports on the Implementation of a Social and Emotional Learning Curriculum (2009, unknown): “…our mea sures of implementation were also collected through teacher self-report, rather than by an observer, and previous research has found low levels of correspondence between teacher self report and observed levels of implementation (Noell et al., 2005; Wickstrom, Jones, LaFleur, & Witt, 1998).”
The Effect of Performance Feedback on Teachers' Treatment Integrity: A Meta-Analysis of the Single-Case Literature (2012, background): “The study examined PF as defined by Noell et al. (2005).”
A Multi-Year Evaluation of the Effects of a Response to Intervention (RTI) Model on Identification of Children for Special Education. (2007, background): “Intervention integrity is evaluated based on the production of permanent products generated as the intervention is implemented (Noell et al., 2005).”
Coaching Teachers’ Use of Social Behavior Interventions to Improve Children’s Outcomes (2015, methodology): “Coaching as a model of consultation is one way to support teachers’ use of specific skills, within the applied setting of their classrooms, and to assist with generalization, and sustained implementation (Fixsen et al., 2005; Noell et al., 2005).”
Toward a Blueprint for Trauma-Informed Service Delivery in Schools (2016, background): “specific skills in their classrooms (Hershfeldt, Pell, Sechrest, Pas, & Bradshaw, 2012; Noell et al., 2005).”