School Consultation Conceptual and Empirical Bases of Practice

ISBN-10: 1441957464

ISBN-13: 9781441957467

Edition: 3rd 2010

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Description: School consultation is a process for providing psychological and educational services. This text combines principles from mental health and behavioural consultation with practices in contemporary consultation research.

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Book details

List price: $229.00
Edition: 3rd
Copyright year: 2010
Publisher: Springer
Publication date: 3/18/2010
Binding: Hardcover
Pages: 258
Size: 6.25" wide x 9.25" long x 1.00" tall
Weight: 1.188
Language: English

Background
Introduction to Consultation
The Effectiveness of Human Services Consultation
Historical Influences on the Human Services Consultant Role
Theoretical Issues
Professional Issues
Pragmatic Issues
Historical Influences on the School Consultant Role
Developments from the 1940s Through the 1970s
Developments During the 1980s and 1990s
Contemporary Developments
Reconceptualizing Consultation for Today's Schools
Historical Summary
Our Definition of School Consultation
Assumptions of Our Approach to School Consultation
Topics Not Addressed in Our Approach to School Consultation
The Rest of the Book
Problem Solving and Response to Intervention
Establishing a Context for RTI and the Modern Practice of School Consultation
Prevention as a Philosophical Influence
NCLB and IDEIA 2004 as Legislative Influences
Empirical Influences
Problem Solving
What is Problem Solving?
Problem-Solving Teams
RTI
What is RTI?
RTI Systems of Implementation
Tier-Based Service Delivery Within RTI
Assessment and Intervention Methods Within RTI
Conclusion
Promoting Change in Schools
Changing Beliefs, Attitudes, and Behaviors Within Consultation
The Need for Consultee Change
Helping the Consultee to Change
Collaboration: What Is It?
Should Consultants Influence Consultees and the Process of Consultation?
Relevance of These Five Studies for School Consultants
A Clarification of Our Position
Are There Ethical Questions and Issues of Professional Dissonance Regarding the Use of Influence in Consultation?
If It Is Not a Collaborative Relationship, Then What Is It?
The Egalitarian Virus
General Strategies for Effecting Changes in Human Systems
Empirical-Rational Approach
Normative-Reeducative Approach
Power-Coercive Approach
Relevance of Chin and Benne's Strategies for School Consultants
The Bases of Social Power and Their Application to School Consultation
An Introduction to Social Power Bases and Social Influence
Coercive Power and Reward Power: Impersonal Forms
Coercive and Rewind Power: Personal Forms
Legitimate Power: Position, Reciprocity, Equity, and Responsibility-Dependence
Expert Power and Referent Power: Positive Forms
The Expert-Referent Power Dilemma
Expert and Referent Power: Negative Forms
Informational Power: Direct and Indirect Forms
Empirical Studies of Raven's (1992, 1993) Social Power Bases Applied to School Consultation
Relevance of Social Power Base Research Studies for School Consultants
Other Means of Influence
Invoking or Reducing the Power of Third Parties
Preparatory Devices: Setting the Stage for Social Influence
The Mode of Influence
A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation
The Motivation to Influence
Assessment of Available Power Bases
Assessment of the Available Bases in Relation to Target, Power, Preferences, and Inhibitions
Preparing for the Influence Attempt
Choice of Power Bases and Mode in Influence Attempts
Assessing the Effects of Influence
Conclusion
Notes
The School as a Setting for Consultation
Organizational Traditions in the Public School System
Classical Organizational Theory
The Human Relations Movement
Organizational Behavior Theory
The Service Structure of Public Schools
Available Services
The Refer-Test-Place Sequence
The Role of Consultation
School Consultation from an Administrative Perspective
Factors Influencing the Use of Consultation Services
The Three Paradoxes of School Consultation
Consultation Processes and Outcomes
Bases of an Integrated Model of School Consultation
Community Mental Health and Mental Health Consultation Bases
Population-Oriented Preventive Model
Crisis Model
Support Systems Model
Caplan's Model of Mental Health Consultation
How the Mental Health Consultant Offers Support to Consultees
Behavioral Psychology and Behavioral Consultation Bases
Problem-Solving Model
Application of Behavior Modification in Natural Settings
Bergan's Model of Behavioral Consultation
Interpersonal Influence and Social Power Bases
Summary of the Bases of an Integrated Model of School Consultation
Achieving Entry in School Consultation: Entering the Service Delivery Network
Assessing the School as an Organization: Some General Considerations
Negotiating the Contract
Achieving School-Level (Physical) Entry
Achieving Classroom-Level (Psychological) Entry
Model Description and Application
A Critical Appraisal of Consultation Models
Mental Health Consultation
Behavioral Consultation
The Consultative Relationship
An Integrated Model of School Consultation
Precursors to School Consultation
The Problem-Solving Task
The Social Influence Task
The Support and Development Task
Outcomes of School Consultation
Assessment in School Consultation
Functional Behavior Assessment
Indirect Assessment Phase
Direct Assessment Phase
Systematic Formative Evaluation
Brief Experimental Analysis
Selecting Effective School-Based Interventions
Effectiveness of Intervention Alternatives
Results from Meta-Analytic Reviews
The Role of ABA in School-Based Intervention
Conceptual Models of Children's Learning and Behavior Problems
Academic Intervention Models
Behavioral Intervention Models
Limitations of ABA Approaches to School-Based Intervention
Implementation Issues
Conceptual Relevance
Treatment Strength
Treatment Acceptability
Treatment Integrity
Key Participants in Consultation
Teachers as Consultees
Perspectives on Teachers and Teaching
The Complexity of Classroom Teaching
The Rewards of Teaching
Major Challenges Facing Teachers Today
Teacher Recruitment, Attrition, and Retention
Implications for the School Consultant
Perspectives on Teachers and School Consultation
Three Views on Why Teachers Seek Consultation
Teacher Expectations for Consultation
What Teachers Do Before Seeking Consultation
Factors that Distinguish Teachers Who Participate in Consultation from Those Who Do Not
Increasing the Effectiveness of Consultation with Teachers
Adapting Consultation to the Teacher's Schedule: The 15-Min Consultation
Consulting as Part of a Prereferral Intervention/Problem-Solving Team
Increasing Knowledge/Skill Transfer and Maintenance
Providing Consultative Support to Teachers
Students as Clients
Legislation Governing Service Delivery in the Schools
Educational Approaches to Classification
Rationale for Classifying Special Needs Students
Overview of Childhood Disabilities
Students Classified as Learning Disabled
Students Classified as Emotionally Disturbed
A Contextual Model of Student Achievement
Variables Limiting Individualized Instruction
Variables Related to Student Achievement
Consultation Case Study
Problem Identification Interview: February 18
An Analysis of the First Interview
Problem Analysis Interview: March 4
An Analysis of the Second Interview
Problem Evaluation Interview: April 9
Child Measures
Teacher/Consultation Case Measures
Conclusion
Epilog: The Effective Practice of School Consultation
References
Author Index
Subject Index
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