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| Overview of School-Based Consultation | |
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| Objectives | |
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| Consultation and Collaboration: Definitions, Distinctions and Characteristics | |
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| Collaborative Consultation as an Expanded Role | |
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| Defining Characteristics and Goals of Collaboration Consultation | |
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| The Triadic Nature of Consultation | |
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| The Role of Process and Content Expertise in Consultation | |
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| Consultation at Different Levels of Problem Severity | |
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| Recent Changes in Education Affecting School Consultation | |
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| Response to Intervention | |
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| Why is Collaborative Consultation Replacing Expert Models of Consultation? | |
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| What is the Present Status of Collaborative Consultation in the Schools? | |
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| Research on the Effectiveness of School Consultation | |
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| Summary | |
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| References | |
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| Consultation Models and Professional Practices | |
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| Objectives | |
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| A Rationale for a Model | |
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| Two Theoretical Traditions | |
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| Behavioral Paradigm | |
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| Mental Health Paradigm | |
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| Consultation Models | |
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| Models of School Consultation | |
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| Conjoint Behavioral Consultation | |
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| Instructional Consultation | |
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| Ecobehavioral Consultation | |
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| Consultation Configurations and Settings | |
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| Beginning Teacher Support Consultation | |
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| Student Study Teams (SST) | |
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| Resource/Consulting Teacher (R/Ct) Program Model | |
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| Individualized Education Program (IEP) Team | |
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| Transition Planning Teams (TPT) | |
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| Roles, Skills and Activities of School-Based Consultants | |
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| Student Study Teams (SST) | |
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| The Importance of Structure | |
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| Consulting with Parents and Families | |
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| Summary | |
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| References | |
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| Problem-Solving Consultation in a Response-to-Intervention System | |
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| Objectives | |
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| Steps to Follow in the Consultation Process | |
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| Establish Rapport | |
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| Problem Identification | |
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| Problem Analysis | |
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| Intervention Development and Implementation | |
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| Evaluate the Effectiveness of the Interventions and Recycle if Necessary | |
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| Response to Intervention (RtI) | |
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| Universal Prevention | |
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| Selective Intervention | |
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| Initial Referral to SST | |
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| Initial Discussion with the Teacher(s) | |
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| Classroom (Ecological) Observation | |
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| Using Parents as Allies in the Consultation Process | |
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| The First SST Meeting | |
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| The Follow-up SST Meeting | |
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| Indicated Interventions | |
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| Assessment of the Student | |
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| Learning/Achievement Assessment | |
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| Functional Behavioral Assessment/Analysis | |
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| Biophysical Problems | |
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| Psychological Assessment | |
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| Specialists Assessments | |
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| Planning or Modifying Interventions | |
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| Treatment Integrity | |
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| Summary | |
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| References | |
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| Communication and Interpersonal Skills | |
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| Objectives | |
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| Communication Skills | |
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| Attending | |
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| Active Listening | |
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| Being Empathetic | |
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| Being Assertive | |
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| Questioning | |
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| The Interview | |
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| Taking Notes, Keeping Track | |
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| Controlling the Consultative Interaction | |
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| Potential Difficulties in Communication | |
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| Evaluating Your Communication Skills | |
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| Interpersonal Skills | |
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| Desirable Interpersonal Characteristics and Skills | |
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| Power in the Consultative Relationship | |
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| Referent Power | |
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| Expert Power | |
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| Informational Power | |
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| Recent Thinking About Power Issues in Consultation | |
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| Resistance | |
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| Types of Resistance | |
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| Causes of Resistance | |
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| Resistance by Parent-Consultees | |
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| Overcoming Resistance | |
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| Consultation in Culturally and Linguistically Diverse Settings | |
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| Summary | |
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| References | |
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| Ethics in School Consultation | |
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| Objectives | |
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| The Purpose, Sources, and Importance of Ethical Practice | |
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| Principles of Ethical Behavior | |
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| Codes of Ethics and Standards for professional Practice | |
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| A Problem-Solving Model for Dealing with Ethical Issues | |
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| An Example | |
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| Areas of Potential Ethical Conflict | |
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| Ethical Competencies, Confrontations and Advocacy | |
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| Summary | |
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| References | |
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| Additional Practice in Ethical Problem-Solving | |
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| Consulting About Students with Emotional or Behavioral Problems | |
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| Objectives | |
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| An Orientation to the Nature of Emotional or Behavioral Problems (EBP) | |
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| General Reasons for Behavior Problems | |
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| Attention from Others | |
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| Child-Rearing Practices; Home and Community Influences | |
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| Classroom Management Practices | |
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| Conflict with Authority and Lack of Positive Relationship | |
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| Media Influence | |
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| Wanting to Have Fun, Alleviate Boredom, or Deal with Frustration | |
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| Mental Health Disorders | |
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| Health and Safety Issues | |
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| Categorical Systems for EBP | |
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| DSM IV | |
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| Individuals with Disabilities Education Improvement Act (IDEA) | |
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| IDEA v. DSM IV | |
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| IDEA Mandates on Assessment, Intervention and Discipline of Students with EBP | |
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| Functional Assessment and Analysis of Behavior | |
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| Functional Behavior Assessment (FBA) | |
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| Review of Record | |
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| Interviews | |
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| Rating Scales | |
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| Classroom Observations | |
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| Functional Analysis of Behavior | |
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| Intervention Evaluation | |
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| Positive Behavior Support | |
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| Universal PBS | |
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| Targeted PBS | |
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| Intensive PBS | |
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| Summary | |
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| References | |
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| Consulting About Students with Academic Learning Problems | |
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| Objectives | |
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| Introduction | |
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| Important Variables in School Learning | |
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| Poor School Achievement: Nine Reasons and Suggested Interventions | |
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| Ineffective or Insufficient Instruction | |
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| Motivation | |
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| Lower than Average Intellectual or Language Development | |
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| Health and Sensory Factors | |
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| Inability to Concentrate | |
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| Emotional and Behavioral Disorders (EBD) | |
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| Study Skills and Learning Strategies Deficiencies | |
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| Learning Disabilities or Disorders | |
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| Cultural, Socioeconomic, and Linguistic Differences | |
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| Sorting Through Reasons for Poor Achievement | |
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| Data-Based Consultation | |
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| Consultation about Academic Problems: A Brief Example | |
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| Third Grade: Poor Reading | |
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| Summary | |
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| References | |
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| Systems-Level Consultation: The Organization as the Target of Change | |
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| Objectives | |
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| Why Systems-level Consultation? | |
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| Macro-Systemic Influences on School Innovation | |
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| State-Wide Technical Assistance | |
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| High Poverty, High performing (HP2) Schools | |
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| Value-Added Models of Evaluating Teacher Performance | |
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| Micro-Systemic Influences on School Innovation | |
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| School Characteristics | |
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| Leadership Characteristics | |
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| Who Initiates Systems Change? Where does it come from? | |
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| Implementation Teams | |
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| Professional Development Activities of Consultants | |
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| Professional Development to Promote and Sustain an RtI Service Delivery Model | |
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| Systems Change Phases: The RtI Example | |
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| Determining a Need and Creating Readiness | |
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| Determining a Long-Term Vision and Desired Alternative Practices | |
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| Installation and Initial Implementation | |
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| Institutionalization | |
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| Ongoing Evolution | |
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| Initiating Systems-Change: Inclusion Case Example | |
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| Problem Statement | |
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| History of Concern | |
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| Concerned Parties (Constituents) | |
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| Key Trigger Incident(s) | |
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| Developing Initial Plans for Change | |
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| Fermentation Period | |
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| Selection of Changes in Practices, Roles, Funding | |
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| Implementation of the Program | |
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| Monitoring and Evaluating the Program | |
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| Summary of Case Example | |
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| Summary | |
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| References | |
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| Case Studies in Consultation: Behavior and Academic Problems in the Classroom | |
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| Objectives | |
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| Orientation to the Cases | |
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| Defiance | |
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| Discussion Questions and Comments on Case 1 | |
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| Academic Failure | |
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| Discussion Questions and Comments on Case 2 | |
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| Resources | |
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| References | |
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