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Collaborative Consultation in the Schools : Effective Practices for Students with Learning and ...

ISBN: 9780130968524 | 0130968528
Edition: 2nd
Format: Paperback
Publisher: Pearson College Div
Pub. Date: 1/1/2003

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SummaryTable of ContentsAuthor Biography
The third of edition of "Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavior Problems" presents the consultation as a collaborative, problem-solving endeavor. This comprehensive, yet reader-friendly book is designed to assist teachers and practitioners in working with students who have, or are at risk for, school adjustment or learning problems." " This comprehensive book offers: * In-depth case studies about a student with behavior problems, a student with learning problems, and a collaborativ... MORE
Overview of School-Based Consultation
1(40)
Consultation and Collaboration: Definitions, Distinctions, and Characteristics
3(2)
... MORE
Collaborative Consultation as an Expanded Role
5(4)
Recent Trends in the Training of School Consultants
9(1)
Defining Characteristics of Consultation
10(2)
Consultation as the Planning, Monitoring, and Evaluating of Interventions
12(1)
The Triadic Nature of Consultation
13(1)
Variations on the Triadic Model
14(1)
The Role of Process and Content Expertise in Consultation
15(1)
Frequently Asked Questions About School School Consultation
16(4)
Direct and Indirect Benefits
16(2)
School Consultation as a Service Delivery System of Choice
18(1)
Apparent Slowness of Adoption of Collaborative Consultation
18(2)
Research on the Effectiveness of School Consultation
20(2)
The Consultee as an Adult Learner-Collaborator
22(5)
Training Consultees to Understand the Nature of Collaborative Consultation
24(1)
Expectations and Preferences of Consultees
25(1)
Useful Generalizations About Dealing with Consultees
26(1)
Consultation in Culturally and Linguistically Diverse Settings
27(3)
The Educational Placement of Students with Disabilities
30(4)
Summary
34(1)
References
34(7)
Models and Functional Aspects of Consultation
41(60)
A Rationale for a Model
42(1)
Types of Models
43(1)
Two Theoretical Models
44(17)
Behavioral Model
44(9)
Mental Health Model
53(8)
Functional Aspects of Consultation
61(10)
Functional Models of School Consultation
61(4)
Roles, Skills, and Activities of School-Based Consultants
65(6)
Two Settings for Consultation: Individual and Team-Based
71(9)
Student Study Teams
72(2)
The Importance of Structure
74(3)
Beyond SST: Reform as a Basis for Integrating a Teaming Philosophy
77(3)
Consulting with Parents and Families
80(6)
Inservice/Staff Development Activites of Consultants
86(6)
Identify Needs
87(1)
Setting Goals and Expectations
88(1)
Presenting the ISD
89(1)
Follow-up, Monitoring, and Evaluation
90(2)
Summary
92(1)
References
93(8)
Communication and Interpersonal Skills
101(58)
Communication Skills
103(19)
Attending
103(1)
Active Listening
104(2)
Being Empathetic
106(1)
Being Assertive
107(1)
Questioning
108(4)
A Behavioral Approach to Communication
112(3)
The Interview
115(1)
Taking Notes, Keeping Track
115(4)
Controlling the Consultative Interaction
119(1)
Potential Difficulties in Communication
120(1)
Evaluating Your Communication Skills
121(1)
Resistance
122(18)
Types of Resistance
124(1)
Causes of Resistance
125(7)
Resistance by Parent Consultees
132(1)
Overcoming Resistance
133(7)
Interpersonal Skills
140(5)
Desirable Interpersonal Characteristics and Skills
141(4)
Power in the Consultative Relationship
145(8)
Referent Power
146(1)
Expert Power
146(5)
Informational Power
151(1)
Recent Thinking About Power Issues in Consultation
152(1)
Summary
153(1)
References
153(6)
Ethics and Advocacy in School Consultation
159(18)
The Purpose and Importance of Ethical Reasoning
160(1)
Principles of Ethical Behavior
161(2)
A Problem-Solving Model for Dealing with Ethical Issues
163(1)
The Council on Exceptional Children Code of Ethics and Standards for Professional Practice
164(1)
Three Example Situations
165(7)
Areas of Potential Ethical Conflict
172(1)
Advocacy
173(2)
Summary
175(1)
References
176(1)
The Process of Consultation
177(48)
Steps to Follow in the Consultation Process
179(1)
A Generic Model of the Consultation Process
180(3)
Define and Clarify the Problem
180(1)
Analyze the Forces Impinging on the Problem
181(1)
Brainstorm Alternative Strategies
181(1)
Evaluate and Choose Among Alternative Strategies
181(1)
Specify Consultant and Consultee Responsibilities
182(1)
Implement the Chosen Strategy
182(1)
Evaluate the Effectiveness of the Action and Recycle if Necessary
183(1)
Solutions-Oriented Consultation System (SOCS)
183(35)
Receipt of a Referral and Initial Thoughts About It
184(1)
Initial Discussion with the Teacher
185(3)
Classroom Observation
188(3)
Initial Discussion with Parents
191(3)
Getting Teachers and Parents Together: The SST Meeting
194(3)
Assessment of the Referred Student
197(5)
Planning Interventions
202(7)
Implementing Interventions
209(3)
Monitoring Interventions
212(2)
Evaluation and Closure
214(4)
Summary
218(1)
References
218(7)
Consulting About Students with Behavior Problems
225(52)
An Orientation to the Nature of Behavior Problems
226(2)
Common Reasons for Behavior Problems
228(6)
Attention from Others
228(1)
Child-Rearing Practices
228(1)
Classroom Management Practices
229(1)
Anti-Authoritarianism
230(1)
Media Influence
231(1)
Wanting to Have Fun or Alleviate Boredom
232(1)
Disruptive Behaviors as Psychiatric Diagnoses
232(1)
Poor Health
233(1)
Communication Skill Deficits
233(1)
Differences in Temperamental Traits
233(1)
Events as Antecedents in Specific Settings
234(1)
Terminology/Categorization: The DSM-IV Approach
234(3)
Non-DSM-IV Category Systems
237(2)
Behavioral Diagnostic Methods
239(14)
Charting Methods
243(3)
Rating Scales
246(3)
Classroom Observations
249(1)
Interviews
249(4)
Determining Priorities for Intervention
253(1)
General Ideas for Modifying Classroom Behavior
254(11)
Classroom Rules
254(3)
Contingency Management
257(1)
Contracting
258(1)
Non-Contingency Related Interventions
259(1)
Social Skills Training
260(1)
Communication (Conferencing) Methods
261(4)
Seven Generalizations About Behavior Management in the Classroom
265(1)
The ``Best'' Approach
265(5)
Summary
270(1)
References
270(7)
Case Studies in Consultation: Behavior Problems in the Classroom
277(34)
Orientation to the Cases
278(1)
Case 1: Hostile Teasing
279(12)
Notes and Comments on Case 1
291(2)
Case 2: Defiance
293(14)
Notes and Comments on Case 2
307(2)
References
309(2)
Consulting About Students with Academic Learning Problems
311(38)
Introduction
312(1)
Important Variables in School Learning
313(1)
Assessing Reasons for Poor School Achievement
314(12)
Diminished Mental Ability
315(1)
Health and Sensory Factors
315(1)
Motivation
316(2)
Ineffective Teaching Practices
318(1)
Inability to Concentrate
319(1)
Emotional Disturbance
320(1)
Poor Study Skills
321(1)
Cultural, Socioeconomic, and Liguistic Differences
322(2)
Learning Disabilities
324(2)
The Role of the School Consultant
326(1)
Instructional Consultation
327(2)
Assessment of Problems in Learning: The RIOT
329(2)
Understanding the Scope and Sequence of the Curriculum
331(2)
TIES-II
333(2)
Consultation About Academic Problems: Two Examples
335(4)
General Ideas about Interventions for Problems in Academic Learning
339(3)
Summary
342(1)
References
342(7)
Case Studies in Consultation: Academic Learning Problems in the Classroom
349(34)
Case 3: Learning Disability
350(13)
Notes and Comments on Case 3
363(1)
Case 4: Student at Risk
364(15)
Notes and Comments on Case 4
379(1)
References
380(3)
Systems-Level Consultation: The Organization as the Target of Change
383(34)
Why Systems-Level Consultation?
384(2)
District/School Organization Factors that Influence Change Efforts
386(3)
The Receiving System
386(1)
The Performance System
386(1)
The Human Resources and People System
387(1)
The Pervasive System Variables
388(1)
Who Initiates Systems Change? Where Does It Come From?
389(3)
Steps to Guide the Implementation of Systems Change: The DECIDE Approach
392(4)
Define the Situation
392(1)
Examine the Enviornment
392(1)
Create a Goal Statement
393(1)
Invent an Intervention Plan
393(2)
Deliver the Action Plan
395(1)
Evaluate the Intervention Action Plan
395(1)
Format of the Systems-Change Case Study
396(8)
Problem Statement
395(3)
History of Concern
398(1)
Concerned Parties
398(1)
Key Trigger Incidents
399(7)
Developing Initial Plans for Change
406
Fermentation Period
402(1)
Specific Interventions
402(1)
Implementation
403(1)
Monitoring and Evaluating the Interventions
403(1)
Case 5: Changing to a Consultation-Based System of Service Delivery for General/Special Education
404(10)
Summary
414(1)
References
414(3)
Index417
Thomas Kampwirth is professor emeritus in the Department of Educational Psychology, Administration, and Counseling at California State University--Long Beach

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