TY - JOUR
T1 - Cost-effectiveness of Consultation for a Daily Report Card Intervention
T2 - Comparing In-Person and Online Implementation Strategies
AU - Owens, Julie Sarno
AU - Margherio, Samantha M.
AU - Lee, Mary
AU - Evans, Steven W.
AU - Crowley, D. Max
AU - Coles, Erika K.
AU - Mixon, Clifton S.
N1 - Funding Information:
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant (R324A120272) and PolicyWise for Children & Families, Alberta Canada. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education or PolicyWise for Children & Families.
Publisher Copyright:
© 2020 Taylor & Francis.
PY - 2021
Y1 - 2021
N2 - Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.
AB - Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.
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U2 - 10.1080/10474412.2020.1759428
DO - 10.1080/10474412.2020.1759428
M3 - Article
AN - SCOPUS:85085507576
SN - 1047-4412
VL - 31
SP - 382
EP - 409
JO - Journal of Educational and Psychological Consultation
JF - Journal of Educational and Psychological Consultation
IS - 3
ER -