Collaborative Consultation in the Schools: Effective Practices for Students with Learning & Behavior Problems Book

CHAPTER 1

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