ABSTRACT

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.

摘要

教师在接受面对面咨询或交互式在线支持时，可以实施高质量的每日报告卡 (DRC) 干预。然而，目前尚不清楚哪种方法最具成本效益。我们使用基于成分的方法和社会视角，研究了三种实施策略（面对面标准咨询、面对面加强咨询、互动在线支持）的成本和成本效益（与典型做法相比），其中 112小学教师。教师与一名患有多动症或有患多动症风险的学生接受了有关 DRC 实施的咨询。在 2 个月的时间里，我们收集了有关教师实施和学生行为变化的数据。关于每位学生的成本，增强咨询的成本最高（864 美元），其次是标准咨询（634 美元）和交互式在线支持（307 美元）。关于成本效益（达到超出典型实践的预期效果所需的成本），交互式在线支持最具成本效益，其次是增强咨询和标准咨询。我们讨论了对研究的影响以及在花费的金钱上最大化结果。