The study evaluated the effects of an intervention program designed for students with behavior disorders within the context of a consultative service delivery model. The intervention program focused on reducing inattentiveness and non-compliance to increase the probability of successful reintegration into regular educational settings. The results, as measured by a behavior observation instrument, indicated improved academic on-task performance and compliance. However, the results based on teacher ratings did not concur. It is hypothesized that these conflicting results were due to difficulties inherent within the correct implementation of the consultative model.
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