Abstract
The present study examined effects of behavioral consultation in a regular elementary school classroom. The consultant was a professional trained in applied behavior analysis, the consultee was the home-room teacher, and the clients were Child A, who seemed to have special educational needs, and the members of Child A's second grade class. Among the 28 children in the class, some children, including Child A, did not sit down when the class started, and Child A spoke loudly to the children around him, causing them to respond and disturbing the running of the class. The consultant proposed an intervention based on behavioral observations in the classroom. The consultee conducted 4 classwide interventions: (a) goal setting: "I won't talk until someone else finishes speaking" and "I'll sit down when class starts", (b) a point system, (c) instruction, and (d) setting classroom rules. During the period of the intervention, Child A's on-task behavior increased, and the general level of talking during lessons decreased. This suggests that the behavioral consultation was effective. The behavioral improvements were maintained at the time of followup observations 1 month after the consultation.
