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For schools implementing Response-to-Intervention, it is important to understand how to efficiently intensify interventions. Treatment intensity, or intervention design, is a critical yet overlooked and understudied aspect in math. More frequent dosage results in greater student gains. However, questions remain regarding how teaching episodes impacts student outcomes. Limited reporting of these variables leads to questions regarding recommendations for intervention dosage or number of teaching episodes. This exploratory study used an adapted alternating treatment design to document the number of teaching episodes, calculate cumulative intensity, and evaluate the learning rate of a Cover-Copy-Compare intervention across three dosages. Results indicate that learning rates were the greatest during the smallest treatment dosage for most students. Implications for research and practice are discussed.

Understanding general education teachers' experiences with and goals for school-based consultation is warranted to address class-wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class-wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school-based teacher consultation are discussed.

Although intensive interventions can be more costly than less intensive interventions, for some individuals, they may be more cost-effective. We extend the examination of differential cost-effectiveness to teacher consultation by examining the association between teacher-level characteristics (baseline knowledge, beliefs, skills) and change in target student behavior under standard problem-solving consultation conditions and enhanced consultation using motivational interviewing techniques. In a sample of 58 elementary school teachers (consultees), enhanced consultation was more costly and effective than standard consultation regardless of teacher-level characteristics. Enhanced consultation was particularly cost-effective in changing student behavior among teachers low in knowledge of classroom management strategies and student behavior, intervention-supportive beliefs (perceptions of responsibility for students' problematic behavior), and baseline skills relative to standard consultation. Sensitivity analyses reveal that enhanced consultation may be more costly and less effective among teachers higher in knowledge and intervention-supportive beliefs, and/or skills. We discuss implications for multitiered professional development for teachers.