Specialist in School Psychology
Semester of Degree Completion
Audiotaped problem analysis interviews involving actual referrals from 25 elementary school teachers were examined. A Teacher Resistance Code (TRC) was developed from Patterson's (1985) Client Noncompliance Code and used to evaluate verbal resistance in both "collaborative" and "prescriptive" problem analysis interviews. The relationship between resistance, interview condition, and treatment acceptability was assessed. Results indicated no significant differences in resistance between the collaborative and prescriptive conditions. Analysis of Intervention Rating Profile-15 (IRP-15) (Martens, Witt, Elliott, & Darveaux, 1985) scores between collaborative and prescriptive cases also revealed no significant differences. Analysis of the association between resistance on the Teacher Resistance Code and acceptability on the IRP-15 revealed that significant correlations were found between 2 of 5 TRC codes and teacher acceptability of treatment conditions. Results of the study are discussed in terms of future directions and practical implications for school psychologists.
Royer, Brandon M., "Collaborative Versus Prescriptive School-Based Behavioral Consultation: An Analysis of Verbal Resistance" (1999). Masters Theses. 1701.