Process assessment: An examination of reinforcer effectiveness and predictive validity

This research describes an assessment procedure based on measures of actual learning. First-grade children (N = 120) learned five sight vocabulary words under feedback only, and were then assigned to one of five conditions where they learned five additional words either under feedback, praise, candy, praise and candy, or reproof. In a sixth condition (reciprocal to the first treatment), students learned the first five works under praise and the second five under feedback only. Although results indicated no differences in learning rate under different reinforcement conditions, learning measures under feedback accounted for approximately 39% of the variance in achievement (r = .62), with combined reinforcement learning measures slightly improving prediction (r = .68). The order of treatments had no effect on learning rate. Implications for this process approach to assessment are discussed. Directions for future research are suggested.     

Self-observation and behavior change: Applications to academic and adjustment problems through behavioral consultation

Self-observation as a behavior change technique was implemented through behavioral consultation in a public elementary school system. The self-observation procedures were introduced to two subjects with academic problems (assignment completion) and two subjects with behavioral problems (disruptive talk and interruptions, respectively). In each of the four cases, self-observation resulted in improvement in client behavior. Results are discussed within the context of previous methodological issues in the self-observation literature and the relevance of self-observation as a therapeutic tool in school settings.     

Evaluating programs in applied settings through behavioral consultation

A behavioral consultation school psychology service model is presented which provides a vehicle for services and communication of process and outcome measures in program evaluation research. Within the context of the problem-solving perspective of applied behavior analysis, the consultation model (a) promotes process and outcome evaluation across a wide variety of settings, situations, and time; (b) leads to use of an applied research technology with wide applicability in educational settings; and (c) provides a communication technology for the program evaluation process through a four-stage problem-solving strategy. It is argued that the professional behavioral school psychologist can provide technical expertise to function as a system change agent within this evaluation model.     

Competency-based training in behavioral consultation

The design of competency-based training in behavioral consultation is described as involving the specification of objectives, training procedures, and evaluation techniques. The relationship of training and evaluation to behavioral-consultation training objectives and the benefits to a competency-based training approach are discussed.