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. Impact Statement Many schools have limited resources (e.g., cost, staff personnel) to provide teachers consultation to promote positive student behaviors in their classrooms. Findings from this study revealed enhanced, individualized multicomponent consultation (i.e., problem-solving consultation that integrates of techniques borrowed from motivational interviewing and cognitive behavioral therapy to address barriers to implementation) was more costly and more effective than standard, problem-solving consultation, particularly for teachers lower in class-wide management knowledge, beliefs, and skills. For schools considering how to allocate resources, educators may consider providing these teachers enhanced consultation.
