School Consultation: Conceptual and Empirical Bases of Practice (Issues in Clinical Child Psychology)

Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of __School Consultation: Conceptual and Empirical Bases of Practice__ shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation—consultants, teachers, students, staff, and the school itself—and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: * An integrated mental health/behavioral model for school consultation. * An organizational study of the school as a setting for consultation. * Assessment issues and strategies particularly relevant to school consultation. * Approaches to providing teachers with implementation support. * Conceptual models for selecting academic and behavioral interventions. * Administrative perspectives on school consultation. * A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, __School Consultation__, __Third Edition__, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields. Part I. Background -- 1. Introduction To Consultation -- The Effectiveness Of Human Services Consultation -- Historical Influences On The Human Services Consultant Role -- Theoretical Issues -- Professional Issues -- Pragmatic Issues -- Historical Influences On The School Consultant Role -- Developments From The 1940s Through The 1970s -- Developments During The 1980s And 1990s -- Contemporary Developments -- Reconceptualizing Consultation For Today's Schools -- Historical Summary -- Our Definition Of School Consultation -- Assumptions Of Our Approach To School Consultation -- Topics Not Addressed In Our Approach To School Consultation -- The Rest Of The Book -- 2. Problem Solving And Response To Intervention -- Establishing A Context For Rti And The Modern Practice Of School Consultation -- Prevention As A Philosophical Influence -- Nclb And Ideia 2004 As Legislative Influences -- Empirical Influences -- Problem Solving -- What Is Problem Solving? -- Problem-solving Teams -- Rti -- What Is Rti? -- Rti Systems Of Implementation -- Tier-based Service Delivery Within Rti -- Assessment And Intervention Methods Within Rti -- Conclusion -- 3. Promoting Change In Schools -- Changing Beliefs, Attitudes, And Behaviors Within Consultation -- The Need For Consultee Change -- Helping The Consultee To Change -- Collaboration: What Is It? -- Should Consultants Influence Consultees And The Process Of Consultation? -- Relevance Of These Five Studies For School Consultants -- A Clarification Of Our Position -- Are There Ethical Questions And Issues Of Professional Dissonance Regarding The Use Of Influence In Consultation? -- If It Is Not A Collaborative Relationship, Then What Is It? -- The Egalitarian Virus -- General Strategies For Effecting Changes In Human Systems -- Empirical -- Rational Approach -- Normative -- Reeducative Approach -- Power -- Coercive Approach -- Relevance Of Chin And Benne's Strategies For School Consultants -- The Bases Of Social Power And Their Application To School Consultation -- An Introduction To Social Power Bases And Social Influence -- Coercive Power And Reward Power: Impersonal Forms -- Coercive And Reward Power: Personal Forms -- Legitimate Power: Position, Reciprocity, Equity, And Responsibility-dependence -- Expert Power And Referent Power: Positive Forms -- The Expert -- Referent Power Dilemma -- Expert And Referent Power: Negative Forms -- Informational Power: Direct And Indirect Forms -- Empirical Studies Of Raven's (1992, 1993) Social Power Bases Applied To School Consultation -- Relevance Of Social Power Base Research Studies For School Consultants -- Other Means Of Influence -- Invoking Or Reducing The Power Of Third Parties -- Preparatory Devices: Setting The Stage For Social Influence -- The Mode Of Influence -- A Power /interaction Model Of Interpersonal Influence And Its Application To School Consultation -- The Motivation To Influence -- Assessment Of Available Power Bases -- Assessment Of The Available Bases In Relation To Target, Power, Preferences, And Inhibitions -- Preparing For The Influence Attempt -- Choice Of Power Bases And Mode In Influence Attempts -- Assessing The Effects Of Influence -- Conclusion -- Notes -- 4. The School As A Setting For Consultation -- Organizational Traditions In The Public School System -- Classical Organizational Theory -- The Human Relations Movement -- Organizational Behavior Theory -- The Service Structure Of Public Schools -- Available Services -- The Refer-test-place Sequence -- The Role Of Consultation -- School Consultation From An Administrative Perspective -- Factors Influencing The Use Of Consultation Services -- The Three Paradoxes Of School Consultation -- Part Ii. Consultation Processes And Outcomes -- 5. Bases Of An Integrated Model Of School Consultation -- Community Mental Health And Mental Health Consultation Bases -- Population-oriented Preventive Model -- Crisis Model -- Support Systems Model -- Caplan's Model Of Mental Health Consultation -- How The Mental Health Consultant Offers Support To Consultees -- Behavioral Psychology And Behavioral Consultation Bases -- Problem-solving Model -- Application Of Behavior Modification In Natural Settings -- Bergan's Model Of Behavioral Consultation -- Interpersonal Influence And Social Power Bases -- Summary Of The Bases Of An Integrated Model Of School Consultation -- Achieving Entry In School Consultation: Entering The Service Delivery Network -- Assessing The School As An Organization: Some General Considerations -- Negotiating The Contract -- Achieving School-level (physical) Entry -- Achieving Classroom-level (psychological) Entry -- 6. Model Description And Application -- A Critical Appraisal Of Consultation Models -- Mental Health Consultation -- Behavioral Consultation -- The Consultative Relationship -- An Integrated Model Of School Consultation -- Precursors To School Consultation -- The Problem-solving Task -- The Social Influence Task -- The Support And Development Task -- Outcomes Of School Consultation -- 7. Assessment In School Consultation -- Functional Behavior Assessment -- Indirect Assessment Phase -- Direct Assessment Phase -- Systematic Formative Evaluation -- Brief Experimental Analysis -- 8. Selecting Effective School-based Interventions -- Effectiveness Of Intervention Alternatives -- Results From Meta-analytic Reviews -- The Role Of Aba In School-based Intervention -- Conceptual Models Of Children's Learning And Behavior Problems -- Academic Intervention Models -- Behavioral Intervention Models -- Limitations Of Aba Approaches To School-based Intervention -- Implementation Issues -- Conceptual Relevance -- Treatment Strength -- Treatment Acceptability -- Treatment Integrity -- Part Iii. Key Participants In Consultation -- 9. Teachers As Consultees -- Perspectives On Teachers And Teaching -- The Complexity Of Classroom Teaching -- The Rewards Of Teaching -- Major Challenges Facing Teachers Today -- Teacher Recruitment, Attrition, And Retention -- Implications For The School Consultant -- Perspectives On Teachers And School Consultation -- Three Views On Why Teachers Seek Consultation -- Teacher Expectations For Consultation -- What Teachers Do Before Seeking Consultation -- Factors That Distinguish Teachers Who Participate In Consultation From Those Who Do Not -- Increasing The Effectiveness Of Consultation With Teachers -- Adapting Consultation To The Teacher's Schedule: The 15-min Consultation -- Consulting As Part Of A Prereferral Intervention /problem-solving Team -- Increasing Knowledge /skill Transfer And Maintenance -- Providing Consultative Support To Teachers -- 10. Students As Clients -- Legislation Governing Service Delivery In The Schools -- Educational Approaches To Classification -- Rationale For Classifying Special Needs Students -- Overview Of Childhood Disabilities -- Students Classified As Learning Disabled -- Students Classified As Emotionally Disturbed -- A Contextual Model Of Student Achievement -- Variables Limiting Individualized Instruction -- Variables Related To Student Achievement -- 11. Consultation Case Study -- Problem Identification Interview: February 18 -- An Analysis Of The First Interview -- Problem Analysis Interview: March 4 -- An Analysis Of The Second Interview -- Problem Evaluation Interview: April 9 -- Child Measures -- Teacher /consultation Case Measures -- Conclusion -- 12. Epilog: The Effective Practice Of School Consultation. William P. Erchul, Brian K. Martens. Includes Bibliographical References (p. 221-243) And Indexes. Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice. The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation ́ consultants, teachers, students, staff, and the school itself ́ and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher. Key features of the Third Edition include: An integrated mental health/behavioral model for school consultation. An organizational study of the school as a setting for consultation. Assessment issues and strategies particularly relevant to school consultation. Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions. Administrative perspectives on school consultation. A real, transcribed case study analyzed by the authors. In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields This integrative volume offers a systematic approach to school consultation unlike those previously published. Erchul and Martens combine the most useful and empirically validated principles from mental health and behavioral consultation with practices shown to be effective in contemporary consultation research (i.e., behavior analysis, social influence, and social support). In so doing, the authors view the practice of school consultation as the accomplishment of three interrelated tasks: problem solving, social influence, and professional support and development. School Consultation describes the fundamentals of practice and fully explores processes and potential outcomes. Special attention is paid to the needs of first-time consultants, who are given advice on how to select school-based interventions and to assess their effectiveness in terms of treatment outcome, integrity, and social validity. The authors show that the school is a large organization providing a range of services, and that the delivery of these services is influenced at once by legislation, the limitations of educational approaches to classification, and the challenges and rewards facing individual teachers. School Consultation is an important resource for school consultants, clinical child psychologists, school psychologists, educational specialists, counselors, special educators, and school social workers, as well as consultation researchers, university trainers, and students in graduate-level consultation courses. Front Matter....Pages i-xix Front Matter....Pages 1-1 Introduction to Consultation....Pages 3-15 Problem Solving and Response to Intervention....Pages 17-30 Promoting Change in Schools....Pages 31-61 The School as a Setting for Consultation....Pages 63-80 Front Matter....Pages 82-82 Bases of an Integrated Model of School Consultation....Pages 83-103 Model Description and Application....Pages 105-125 Assessment in School Consultation....Pages 127-139 Selecting Effective School-Based Interventions....Pages 141-155 Front Matter....Pages 158-158 Teachers as Consultees....Pages 159-176 Students as Clients....Pages 177-192 Consultation Case Study....Pages 193-216 Epilog: The Effective Practice of School Consultation....Pages 217-219 Back Matter....Pages 221-258