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Collaborative Consultation in the Schools
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CHAPTER 1Overview of School-Based ConsultationObjectivesConsultation and Collaboration: Definitions, Distinctions and CharacteristicsCollaborative Consultation as an Expanded RoleDefining Characteristics and Goals of Collaboration ConsultationThe Triadic Nature of ConsultationThe Role of Process and Content Expertise in ConsultationConsultation at Different Levels of Problem SeverityRecent 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 ConsultationSummaryReferencesCHAPTER 2Consultation Models and Professional PracticesObjectivesA Rationale for a ModelTwo Theoretical Traditions Behavioral Paradigm Mental Health ParadigmConsultation Models Models of School Consultation Conjoint Behavioral Consultation Instructional Consultation Ecobehavioral ConsultationConsultation 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 ConsultantsStudent Study Teams (SST) The Importance of StructureConsulting with Parents and FamiliesSummaryReferencesCHAPTER 3Problem-Solving Consultation in a Response-to-Intervention SystemObjectivesSteps 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 NecessaryResponse 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 IntegritySummary ReferencesCHAPTER 4Communication and Interpersonal SkillsObjectivesCommunication 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 SkillsInterpersonal Skills Desirable Interpersonal Characteristics and SkillsPower in the Consultative Relationship Referent Power Expert Power Informational Power Recent Thinking About Power Issues in ConsultationResistance Types of Resistance Causes of Resistance Resistance by Parent-Consultees Overcoming ResistanceConsultation in Culturally and Linguistically Diverse SettingsSummaryReferencesCHAPTER 5Ethics in School ConsultationObjectivesThe Purpose, Sources, and Importance of Ethical PracticePrinciples of Ethical BehaviorCodes of Ethics and Standards for professional Practice A Problem-Solving Model for Dealing with Ethical IssuesAn ExampleAreas of Potential Ethical ConflictEthical Competencies, Confrontations and AdvocacySummaryReferencesAdditional Practice in Ethical Problem-SolvingCHAPTER 6Consulting About Students with Emotional or Behavioral ProblemsObjectivesAn 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 IssuesCategorical 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 EBPFunctional Assessment and Analysis of Behavior Functional Behavior Assessment (FBA) Review of Record Interviews Rating Scales Classroom Observations Functional Analysis of Behavior Intervention EvaluationPositive Behavior Support Universal PBS Targeted PBS Intensive PBSSummaryReferencesCHAPTER 7Consulting About Students with Academic Learning ProblemsObjectivesIntroductionImportant Variables in School LearningPoor School Achievement: Nine Reasons and Suggested Interventions1. Ineffective or Insufficient Instruction2. Motivation3. Lower than Average Intellectual or Language Development4. Health and Sensory Factors5. Inability to Concentrate6. Emotional and Behavioral Disorders (EBD)7. Study Skills and Learning Strategies Deficiencies8. Learning Disabilities or Disorders9. Cultural, Socioeconomic, and Linguistic DifferencesSorting Through Reasons for Poor AchievementData-Based Consultation Consultation about Academic Problems: A Brief Example Third Grade: Poor ReadingSummaryReferencesCHAPTER 8Systems-Level Consultation: The Organization as the Target of ChangeObjectivesWhy 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 PerformanceMicro-Systemic Influences on School Innovation School Characteristics Leadership CharacteristicsWho Initiates Systems Change? Where does it come from? Implementation TeamsProfessional Development Activities of Consultants Professional Development to Promote and Sustain an RtI Service Delivery ModelSystems 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 EvolutionInitiating 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 ExampleSummaryReferencesCHAPTER 9Case Studies in Consultation: Behavior and Academic Problems in the ClassroomObjectivesOrientation to the CasesCase 1: Defiance Discussion Questions and Comments on Case 1Case 2: Academic Failure Discussion Questions and Comments on Case 2ResourcesReferencesAppendix A

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