Rent 9780131178106 | Collaborative Consultation in the Schools : Effective Practices for Students with Learning and ...

Summary Table of Contents Author 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 collaborative... MORE

Overview of School-Based Consultation	p. 1
Consultation and Collaboration: Definitions, Distinctions, and Characteristics	p. 3
Collaborative Consultation as an Expanded Role	p. 5
Recent Trends in the Training of School Consultants	p. 9
Defining Characteristics of Consultation	p. 10
Consultation as the Planning, Monitoring, and Evaluating of Interventions	p. 12
The Triadic Nature of ... MOREConsultation	p. 13
Variations on the Triadic Model	p. 14
The Role of Process and Content Expertise in Consultation	p. 15
Frequently Asked Questions About School Consultation	p. 16
Direct and Indirect Benefits	p. 16
School Consultation as a Service Delivery System of Choice	p. 18
Apparent Slowness of Adoption of Collaborative Consultation	p. 18
Research on the Effectiveness of School Consultation	p. 20
The Consultee as an Adult Learner-Collaborator	p. 22
Training Consultees to Understand the Nature of Collaborative Consultation	p. 24
Expectations and Preferences of Consultees	p. 25
Useful Generalizations About Dealing with Consultees	p. 26
Consultation in Culturally and Linguistically Diverse Settings	p. 27
The Educational Placement of Students with Disabilities	p. 30
Summary	p. 34
References	p. 34
Models and Functional Aspects of Consultation	p. 41
A Rationale for a Model	p. 42
Types of Models	p. 43
Two Theoretical Models	p. 44
Behavioral Model	p. 44
Mental Health Model	p. 53
Functional Aspects of Consultation	p. 61
Functional Models of School Consultation	p. 61
Roles, Skills, and Activities of School-Based Consultants	p. 65
Two Settings for Consultation: Individual and Team-Based	p. 71
Student Study Teams	p. 72
The Importance of Structure	p. 74
Beyond SST: Reform as a Basis for Integrating a Teaming Philosophy	p. 77
Consulting with Parents and Families	p. 80
Inservice/Staff Development Activities of Consultants	p. 86
Identify Needs	p. 87
Setting Goals and Expectations	p. 88
Presenting the ISD	p. 89
Follow-up, Monitoring, and Evaluation	p. 90
Summary	p. 92
References	p. 93
Communication and Interpersonal Skills	p. 101
Communication Skills	p. 103
Attending	p. 103
Active Listening	p. 104
Being Empathetic	p. 106
Being Assertive	p. 107
Questioning	p. 108
A Behavioral Approach to Communication	p. 112
The Interview	p. 115
Taking Notes, Keeping Track	p. 115
Controlling the Consultative Interaction	p. 119
Potential Difficulties in Communication	p. 120
Evaluating Your Communication Skills	p. 121
Resistance	p. 122
Types of Resistance	p. 124
Causes of Resistance	p. 125
Resistance by Parent Consultees	p. 132
Overcoming Resistance	p. 133
Interpersonal Skills	p. 140
Desirable Interpersonal Characteristics and Skills	p. 141
Power in the Consultative Relationship	p. 145
Referent Power	p. 146
Expert Power	p. 146
Informational Power	p. 151
Recent Thinking About Power Issues in Consultation	p. 152
Summary	p. 153
References	p. 153
Ethics and Advocacy in School Consultation	p. 159
The Purpose and Importance of Ethical Reasoning	p. 160
Principles of Ethical Behavior	p. 161
A Problem-Solving Model for Dealing with Ethical Issues	p. 163
The Council on Exceptional Children Code of Ethics and Standards for Professional Practice	p. 164
Three Example Situations	p. 165
Areas of Potential Ethical Conflict	p. 172
Advocacy	p. 173
Summary	p. 175
References	p. 176
The Process of Consultation	p. 177
Steps to Follow in the Consultation Process	p. 179
A Generic Model of the Consultation Process	p. 180
Define and Clarify the Problem	p. 180
Analyze the Forces Impinging on the Problem	p. 181
Brainstorm Alternative Strategies	p. 181
Evaluate and Choose Among Alternative Strategies	p. 181
Specify Consultant and Consultee Responsibilities	p. 182
Implement the Chosen Strategy	p. 182
Evaluate the Effectiveness of the Action and Recycle if Necessary	p. 183
Solutions-Oriented Consultation System (SOCS)	p. 183
Receipt of a Referral and Initial Thoughts About It	p. 184
Initial Discussion with the Teacher	p. 185
Classroom Observation	p. 188
Initial Discussion with Parents	p. 191
Getting Teachers and Parents Together: The SST Meeting	p. 194
Assessment of the Referred Student	p. 197
Planning Interventions	p. 202
Implementing Interventions	p. 209
Monitoring Interventions	p. 212
Evaluation and Closure	p. 214
Summary	p. 218
References	p. 218
Consulting About Students with Behavior Problems	p. 225
An Orientation to the Nature of Behavior Problems	p. 226
Common Reasons for Behavior Problems	p. 228
Attention from Others	p. 228
Child-Rearing Practices	p. 228
Classroom Management Practices	p. 229
Anti-Authoritarianism	p. 230
Media Influence	p. 231
Wanting to Have Fun or Alleviate Boredom	p. 232
Disruptive Behaviors as Psychiatric Diagnoses	p. 232
Poor Health	p. 233
Communication Skill Deficits	p. 233
Differences in Temperamental Traits	p. 233
Events as Antecedents in Specific Settings	p. 234
Terminology/Categorization: The DSM-IV Approach	p. 234
Non-DSM-IV Category Systems	p. 237
Behavioral Diagnostic Methods	p. 239
Charting Methods	p. 243
Rating Scales	p. 246
Classroom Observations	p. 249
Interviews	p. 249
Determining Priorities for Intervention	p. 253
General Ideas for Modifying Classroom Behavior	p. 254
Classroom Rules	p. 254
Contingency Management	p. 257
Contracting	p. 258
Non-Contingency Related Interventions	p. 259
Social Skills Training	p. 260
Communication (Conferencing) Methods	p. 261
Seven Generalizations About Behavior Management in the Classroom	p. 265
The "Best" Approach	p. 265
Summary	p. 270
References	p. 270
Case Studies in Consultation: Behavior Problems in the Classroom	p. 277
Orientation to the Cases	p. 278
Hostile Teasing	p. 279
Notes and Comments on Case 1	p. 291
Defiance	p. 293
Notes and Comments on Case 2	p. 307
References	p. 309
Consulting About Students with Academic Learning Problems	p. 311
Introduction	p. 312
Important Variables in School Learning	p. 313
Assessing Reasons for Poor School Achievement	p. 314
Diminished Mental Ability	p. 315
Health and Sensory Factors	p. 315
Motivation	p. 316
Ineffective Teaching Practices	p. 318
Inability to Concentrate	p. 319
Emotional Disturbance	p. 320
Poor Study Skills	p. 321
Cultural, Socioeconomic, and Linguistic Differences	p. 322
Learning Disabilities	p. 324
The Role of the School Consultant	p. 326
Instructional Consultation	p. 327
Assessment of Problems in Learning: The RIOT	p. 329
Understanding the Scope and Sequence of the Curriculum	p. 331
TIES-II	p. 333
Consultation About Academic Problems: Two Examples	p. 335
General Ideas about Interventions for Problems in Academic Learning	p. 339
Summary	p. 342
References	p. 342
Case Studies in Consultation: Academic Learning Problems in the Classroom	p. 349
Learning Disability	p. 350
Notes and Comments on Case 3	p. 363
Student at Risk	p. 364
Notes and Comments on Case 4	p. 379
References	p. 380
Systems-Level Consultation: The Organization as the Target of Change	p. 383
Why Systems-Level Consultation?	p. 384
District/School Organization Factors that Influence Change Efforts	p. 386
The Receiving System	p. 386
The Performance System	p. 386
The Human Resources and People System	p. 387
The Pervasive System Variables	p. 388
Who Initiates Systems Change? Where Does It Come From?	p. 389
Steps to Guide the Implementation of Systems Change: The DECIDE Approach	p. 392
Define the Situation	p. 392
Examine the Environment	p. 392
Create a Goal Statement	p. 393
Invent an Intervention Plan	p. 393
Deliver the Action Plan	p. 395
Evaluate the Intervention Action Plan	p. 395
Format of the Systems-Change Case Study	p. 396
Problem Statement	p. 397
History of Concern	p. 398
Concerned Parties	p. 398
Key Trigger Incidents	p. 399
Developing Initial Plans for Change	p. 406
Fermentation Period	p. 402
Specific Interventions	p. 402
Implementation	p. 403
Monitoring and Evaluating the Interventions	p. 403
Changing to a Consultation-Based System of Service Delivery for General/Special Education	p. 404
Summary	p. 414
References	p. 414
Index	p. 417
Table of Contents provided by Syndetics. All Rights Reserved.

Thomas Kampwirth is professor emeritus in the Department of Educational Psychology, Administration, and Counseling at California State University--Long Beach

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