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

CHAPTER 2

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

CHAPTER 3

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)

            Tier 1: Universal Prevention

            Tier 2: 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

            Tier 3: 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

CHAPTER 4

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

CHAPTER 5

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

CHAPTER 6

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

CHAPTER 7

Consulting About Students with Academic Learning Problems

Objectives

Introduction

Important Variables in School Learning

Poor School Achievement: Nine Reasons and Suggested Interventions

1.      Ineffective or Insufficient Instruction

2.      Motivation

3.      Lower than Average Intellectual or Language Development

4.      Health and Sensory Factors

5.      Inability to Concentrate

6.      Emotional and Behavioral Disorders (EBD)

7.      Study Skills and Learning Strategies Deficiencies

8.      Learning Disabilities or Disorders

9.      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

CHAPTER 8

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

CHAPTER 9

Case Studies in Consultation: Behavior and Academic Problems in the Classroom

Objectives

Orientation to the Cases

Case 1: Defiance

            Discussion Questions and Comments on Case 1

Case 2: Academic Failure

            Discussion Questions and Comments on Case 2

Resources

References

Appendix A

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