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|Title:||Data-Based Consultation: An Inservice Model (Mainstreaming, Resource Teachers, Collaboration, Instruction, Transferring Skills)|
|Author(s):||Givens-Ogle, Louise Blue|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||An inservice education course was presented to thirteen special education resource specialist teachers (RSTs) in the San Juan Unified School District in Carmichael, California. Fifteen RSTs participated as control members and did not take the course. The intent of this inservice course was to test the efficacy of providing RSTs with consultation skills training and a systematic set of instructional skills that could be transferred to classroom teachers through the consultation process.
The major components of the course were: (a) applied behavior analysis and data-based instruction (DBI), (b) application of the DBI model to reading, and (c) indirect consultative services provided to classroom teachers. The indirect services component included guidelines for planning and implementing staff development activities, problem-solving techniques, interpersonal skills training, and instructional strategies to facilitate the return of students to the classroom.
Multivariate analyses of variance, multiple regressions, discriminant function analyses, and partial correlations were computed to examine the effects of the experimental variable (course, no course) and four predictor variables upon the content of five instruments that contained the thirty-three dependent variables. Results of these analyses indicated the course was not effective. Students of RSTs who took the course did not spend more time in the general classroom than students of control RSTs. There was no agreement as to what skills RSTs possessed that were related to DBI strategies and how these were presented in a consultative setting (one-to-one, general classroom, or inservice group). Classroom teachers credited the control group with providing the most consultation time; experimental RSTs logged the most consultation time and contacts. Variability of the data suggested that teachers, principals, and supervisors differed in perceptions of RST accomplishments.
The limited amount of time provided between course completion and respondent post-evaluation was a problem. To expect to demonstrate significant course effects six weeks after course completion was unrealistic. If the methodological problems were eliminated, response variability would continue to be evident until consultation is viewed as a major RST job responsibility and everyone understands what the job responsibilities are.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1985.
|Date Available in IDEALS:||2014-12-15|