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