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