THE IDENTIFICATION OF BEHAVIORS, AND INDIVIDUAL CHARACTERISTICS INFLUENCING PROBLEM IDENTIFICATION IN BEHAVIORAL CONSULTATION

Persistent Link:
http://hdl.handle.net/10150/282079
Title:
THE IDENTIFICATION OF BEHAVIORS, AND INDIVIDUAL CHARACTERISTICS INFLUENCING PROBLEM IDENTIFICATION IN BEHAVIORAL CONSULTATION
Author:
Neumann, Albert Joseph
Issue Date:
1981
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The present study investigated the effects of consultant verbalizations on consultee verbalizations related to the specification and measurement of client behaviors and descriptions of client individual characteristics (i.e., traits). Statement categories for both the consultant and the consultee were related to the interview-outcome measure, i.e., the number of days of baseline collected by the consultee subsequent to the problem-identification interview. The present study also examined the relationship between the number of days of data collection agreed upon by the consultant and the consultee in the problem-identification interview (the interview-content measure) and the interview-outcome measure. The consultant's use of elicitation or emission in the selection of the interview-content measure was also related to the interview-outcome measure. Interviews of 50 consultants trained in behavioral consultation and participating in a field experience with public school teachers were analyzed. Consultant and consultee verbalizations were found to be highly interrelated, although weakly related to the interview-outcome measure. The content-interview measure was related to the interview-outcome measure in that the agreed-upon number of days of data collection was positively related to the subsequent collection of the same number of days of data. The odds that a consultee would return with the agreed-upon number of days of data (or more) as opposed to less than the agreed-upon number were found to be roughly six times greater for consultants who elicited rather than emitted the number of days of baseline to be collected.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Educational consultants.; Educational psychology -- Methodology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Bergan, John R.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleTHE IDENTIFICATION OF BEHAVIORS, AND INDIVIDUAL CHARACTERISTICS INFLUENCING PROBLEM IDENTIFICATION IN BEHAVIORAL CONSULTATIONen_US
dc.creatorNeumann, Albert Josephen_US
dc.contributor.authorNeumann, Albert Josephen_US
dc.date.issued1981en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe present study investigated the effects of consultant verbalizations on consultee verbalizations related to the specification and measurement of client behaviors and descriptions of client individual characteristics (i.e., traits). Statement categories for both the consultant and the consultee were related to the interview-outcome measure, i.e., the number of days of baseline collected by the consultee subsequent to the problem-identification interview. The present study also examined the relationship between the number of days of data collection agreed upon by the consultant and the consultee in the problem-identification interview (the interview-content measure) and the interview-outcome measure. The consultant's use of elicitation or emission in the selection of the interview-content measure was also related to the interview-outcome measure. Interviews of 50 consultants trained in behavioral consultation and participating in a field experience with public school teachers were analyzed. Consultant and consultee verbalizations were found to be highly interrelated, although weakly related to the interview-outcome measure. The content-interview measure was related to the interview-outcome measure in that the agreed-upon number of days of data collection was positively related to the subsequent collection of the same number of days of data. The odds that a consultee would return with the agreed-upon number of days of data (or more) as opposed to less than the agreed-upon number were found to be roughly six times greater for consultants who elicited rather than emitted the number of days of baseline to be collected.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducational consultants.en_US
dc.subjectEducational psychology -- Methodology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBergan, John R.en_US
dc.identifier.proquest8207906en_US
dc.identifier.oclc8697857en_US
dc.identifier.bibrecord.b13910346en_US
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