Linking Treatment Integrity with Transfer of Training: A Framework for Achieving Improved Outcomes in Collaborative Consultation
Transfer is a central focus of educational endeavours. Whether it is a teacher in a class, administrator, parent consultant, management consultant, resource personnel or PD facilitator, all have objectives relating to the implementation of ideas, skills and attitudes in similar and new contexts. Parallel goals exist for collaborative consultation and yet, its key component, treatment integrity, does not adequately draw upon these related findings. It is postulated in this paper that transfer of training literature can inform treatment integrity so that improved outcomes are achieved. However, change and implementation of treatment plans are not always readily attained but it is suggested that transfer literature can promote treatment integrity by specifically considering the transfer literature on the learner’s characteristics, the teaching/training event, and the work environment. Therefore, this paper will consider how transfer of training could inform treatment integrity to become more focussed and effective. A formative model of explanation is outlined, but it is noted that further research is needed to confirm the ideas.
||Collaborative Consultation, Transfer of Training, Treatment Implementation, Treatment Fidelity
The International Journal of Educational Organization and Leadership, Volume 19, Issue 4, pp.39-52.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 252.055KB).
Head of School, School of Educational Psychology and Pedagogy, University of Wellington, Victoria, Wellington, Wellington, New Zealand
Lex has worked as a primary and special education teacher and was also an adviser on special education in the New Zealand Department of Education. He became a psychologist in 1977 and worked in educational and health agencies supporting children and their families in New Zealand and in the UK. In 1992 he became a lecturer at the Wellington College of Education and remained there until 1999 when he was contracted as a consultant to work in the Pacific as a teacher educator and policy adviser. He was appointed to Victoria University of Wellington in 2002 and in 2008 became Head of School in the School of Educational Psychology and Pedagogy and subsequently Associate Dean (Academic). He has lived and worked in various countries including New Zealand, United Kingdom, the Cook Islands and Samoa. Research and teaching interests include inclusive education, effective teaching strategies, educational psychology, adult education and training effectiveness. He has written a number of papers in these areas and in 2006 co-authored a book on transfer of learning in the tertiary education context. Lex has a particular interest in Pasifika education issues that relate to training.