The success of Response-to-Intervention (RTI) and similar models of service delivery is dependent on educators being able to apply effective and efficient remedial procedures. In the process of implementing problem-solving RTI models, school psychologists have an opportunity to contribute to and enhance the quality of our remedial-procedure…

Introduces a journal issue devoted to empirical studies in school consultation. Presents scientific endeavors that examine evidence systematically without concern for where the data lead. The research represents a broad range of issues regarding consultation and does not offer answers, but instead asks a series of questions. (MKA)

Describes a family-school intervention model that shifts the ownership of a child problem prevention and solution from therapy office to school and that assertively confronts the adult, especially marital dynamics underlying many child problems. Discusses politics of collaboration and implications for the functioning of marriage and family…

A response to ideas set forth in J. Brien O'Callaghan's article, "School-Based Collaboration with Families: An Effective Model for a Society in Crisis," this article applauds and discusses school-based collaboration. Areas of concern are unfounded diagnostic assumptions, questionable ethical behavior, and limited breadth and scope of suggested…

Considers arguments that William Erchul (1999) presented in response to the author's literature review (Gutkin, 1999) of collaborative versus directive consultation. Identifies and analyzes critical points of agreement and disagreement. Presents an expanded model of "rapprochement" in response to Erchul's recommendation to incorporate the dyadic…

This study was conducted to determine current collaborative efforts of practicing school counselors and school psychologists in one southeastern state. Implications for educators and a training model that distinctly accentuates collaboration are presented. (Contains 12 references, 2 tables, and an appendix.) (GCP)

Examines and discusses the principles and practices of organizational changes as they relate to efforts to bring about meaningful school reform, with an overview of a six-step model for collaborative planning and problem solving. (Author/JDM)

Presents a rationale for using a comprehensive guidance and counseling model for expanding collaborative partnerships among school professionals. Encourages school counselors to review their comprehensive models and look for ways where they can forge a partnership with school psychologists in order to increase their effectiveness. (Contains 32…

Discusses various problems school psychologists encounter when attempting to consult with school personnel. Conceptualizes resistance to consultation services within a behavioral/cognitive behavioral framework and discusses how resistance can result from contingencies operating at both the system and the building levels. (Author/WAS)

Examines the problem of assessing group process in a collaborative problem-solving situation. Results reveal that groups engaging in behaviors that facilitated collaboration obtained higher group and individual accuracy scores on a challenging problem set. Proposes that examining collaborative group process and outcomes offers a new direction in…

Notes importance of involving parents in their children's education and of school psychologists working actively and collaboratively with parents. Sees behavioral consultation as providing useful framework for working within and between family and school systems to involve parents and teachers in cooperative problem solving. Presents overview of…

In this field-based study, functional behavior assessment was incorporated into the student assistance team (SAT) process. The purpose of this exploratory study was to examine whether team members could identify the correct function of behavior by selecting related interventions. Further, the extent to which FBA information collected at each stage…

School psychologists typically spend about 80% of their time engaged in consultation. By applying empirical findings and/or straightforward logic to assumptions commonly held by many school-based consultants, questions are raised as to the appropriateness of assumptions for the effective practice of school consultation. These assumptions include…

Examines school psychologist and teacher perceptions of the effectiveness of 11 bases of social power that psychologists might use with initially resistant teachers. Results suggest that both groups rated expert and informational power as the most effective bases, ranked the 11 power bases in a similar way, and indicated that psychologists would…

Presents three studies of the acceptability of an extended organizational consultation project featuring collaborative, qualitative research methods as consultation tools, and focuses on facilitating the development of one school district's Prereferral Intervention Teams. Results suggest that consultation methods were highly acceptable to team…