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| Overview of School-Based Consultation | |
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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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| Recent Trends in the Training of School Consultants | |
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| Defining Characteristics of Consultation | |
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| Consultation as the Planning, Monitoring, and Evaluating of Interventions | |
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| The Triadic Nature of Consultation | |
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| Variations on the Triadic Model | |
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| The Role of Process and Content Expertise in Consultation | |
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| Frequently Asked Questions About School Consultation | |
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| Direct and Indirect Benefits | |
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| School Consultation as a Service Delivery System of Choice | |
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| Apparent Slowness of Adoption of Collaborative Consultation | |
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| Research on the Effectiveness of School Consultation | |
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| The Consultee as an Adult Learner-Collaborator | |
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| Training Consultees to Understand the Nature of Collaborative Consultation | |
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| Expectations and Preferences of Consultees | |
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| Useful Generalizations About Dealing with Consultees | |
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| Consultation in Culturally and Linguistically Diverse Settings | |
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| The Educational Placement of Students with Disabilities | |
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| Summary | |
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| References | |
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| Models and Functional Aspects of Consultation | |
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| A Rationale for a Model | |
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| Types of Models | |
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| Two Theoretical Models | |
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| Behavioral Model | |
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| Mental Health Model | |
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| Functional Aspects of Consultation | |
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| Functional Models of School Consultation | |
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| Roles, Skills, and Activities of School-Based Consultants | |
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| Two Settings for Consultation: Individual and Team-Based | |
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| Student Study Teams | |
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| The Importance of Structure | |
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| Beyond SST: Reform as a Basis for Integrating a Teaming Philosophy | |
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| Consulting with Parents and Families | |
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| Inservice/Staff Development Activities of Consultants | |
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| Identify Needs | |
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| Setting Goals and Expectations | |
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| Presenting the ISD | |
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| Follow-up, Monitoring, and Evaluation | |
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| Summary | |
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| References | |
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| Communication and Interpersonal Skills | |
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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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| A Behavioral Approach to Communication | |
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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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| 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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| 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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| Summary | |
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| References | |
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| Ethics and Advocacy in School Consultation | |
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| The Purpose and Importance of Ethical Reasoning | |
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| Principles of Ethical Behavior | |
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| A Problem-Solving Model for Dealing with Ethical Issues | |
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| The Council on Exceptional Children Code of Ethics and Standards for Professional Practice | |
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| Three Example Situations | |
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| Areas of Potential Ethical Conflict | |
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| Advocacy | |
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| Summary | |
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| References | |
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| The Process of Consultation | |
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| Steps to Follow in the Consultation Process | |
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| A Generic Model of the Consultation Process | |
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| Define and Clarify the Problem | |
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| Analyze the Forces Impinging on the Problem | |
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| Brainstorm Alternative Strategies | |
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| Evaluate and Choose Among Alternative Strategies | |
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| Specify Consultant and Consultee Responsibilities | |
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| Implement the Chosen Strategy | |
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| Evaluate the Effectiveness of the Action and Recycle if Necessary | |
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| Solutions-Oriented Consultation System (SOCS) | |
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| Receipt of a Referral and Initial Thoughts About It | |
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| Initial Discussion with the Teacher | |
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| Classroom Observation | |
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| Initial Discussion with Parents | |
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| Getting Teachers and Parents Together: The SST Meeting | |
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| Assessment of the Referred Student | |
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| Planning Interventions | |
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| Implementing Interventions | |
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| Monitoring Interventions | |
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| Evaluation and Closure | |
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| Summary | |
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| References | |
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| Consulting About Students with Behavior Problems | |
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| An Orientation to the Nature of Behavior Problems | |
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| Common Reasons for Behavior Problems | |
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| Attention from Others | |
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| Child-Rearing Practices | |
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| Classroom Management Practices | |
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| Anti-Authoritarianism | |
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| Media Influence | |
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| Wanting to Have Fun or Alleviate Boredom | |
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| Disruptive Behaviors as Psychiatric Diagnoses | |
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| Poor Health | |
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| Communication Skill Deficits | |
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| Differences in Temperamental Traits | |
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| Events as Antecedents in Specific Settings | |
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| Terminology/Categorization: The DSM-IV Approach | |
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| Non-DSM-IV Category Systems | |
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| Behavioral Diagnostic Methods | |
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| Charting Methods | |
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| Rating Scales | |
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| Classroom Observations | |
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| Interviews | |
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| Determining Priorities for Intervention | |
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| General Ideas for Modifying Classroom Behavior | |
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| Classroom Rules | |
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| Contingency Management | |
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| Contracting | |
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| Non-Contingency Related Interventions | |
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| Social Skills Training | |
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| Communication (Conferencing) Methods | |
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| Seven Generalizations About Behavior Management in the Classroom | |
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| The "Best" Approach | |
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| Summary | |
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| References | |
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| Case Studies in Consultation: Behavior Problems in the Classroom | |
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| Orientation to the Cases | |
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| Hostile Teasing | |
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| Notes and Comments on Case 1 | |
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| Defiance | |
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| Notes and Comments on Case 2 | |
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| References | |
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| Consulting About Students with Academic Learning Problems | |
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| Introduction | |
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| Important Variables in School Learning | |
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| Assessing Reasons for Poor School Achievement | |
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| Diminished Mental Ability | |
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| Health and Sensory Factors | |
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| Motivation | |
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| Ineffective Teaching Practices | |
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| Inability to Concentrate | |
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| Emotional Disturbance | |
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| Poor Study Skills | |
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| Cultural, Socioeconomic, and Linguistic Differences | |
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| Learning Disabilities | |
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| The Role of the School Consultant | |
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| Instructional Consultation | |
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| Assessment of Problems in Learning: The RIOT | |
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| Understanding the Scope and Sequence of the Curriculum | |
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| TIES-II | |
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| Consultation About Academic Problems: Two Examples | |
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| General Ideas about Interventions for Problems in Academic Learning | |
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| Summary | |
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| References | |
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| Case Studies in Consultation: Academic Learning Problems in the Classroom | |
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| Learning Disability | |
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| Notes and Comments on Case 3 | |
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| Student at Risk | |
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| Notes and Comments on Case 4 | |
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| References | |
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| Systems-Level Consultation: The Organization as the Target of Change | |
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| Why Systems-Level Consultation? | |
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| District/School Organization Factors that Influence Change Efforts | |
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| The Receiving System | |
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| The Performance System | |
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| The Human Resources and People System | |
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| The Pervasive System Variables | |
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| Who Initiates Systems Change? Where Does It Come From? | |
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| Steps to Guide the Implementation of Systems Change: The DECIDE Approach | |
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| Define the Situation | |
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| Examine the Environment | |
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| Create a Goal Statement | |
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| Invent an Intervention Plan | |
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| Deliver the Action Plan | |
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| Evaluate the Intervention Action Plan | |
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| Format of the Systems-Change Case Study | |
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| Problem Statement | |
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| History of Concern | |
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| Concerned Parties | |
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| Key Trigger Incidents | |
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| Developing Initial Plans for Change | |
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| Fermentation Period | |
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| Specific Interventions | |
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| Implementation | |
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| Monitoring and Evaluating the Interventions | |
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| Changing to a Consultation-Based System of Service Delivery for General/Special Education | |
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| Summary | |
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| References | |
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| Index | |