Investigated teachers' ratings of acceptability (i.e., whether psychological treatment is appropriate for a given problem), for positive and reductive behavioral interventions. Established that acceptability ratings varied with severity of target behavior, less time-consuming interventions were rated as more acceptable, and mean acceptability…

Investigated variables related to teachers' (N=146) attitudinal preferences for consultation versus more traditional referral services. Results indicated that principal initiating structure, number of years of teaching experience, and number of years teaching at the current school each made statistically significant, although weak, contributions…

Discusses how school psychologists can use their existing consultation skills as an approach to program evaluation. Describes a program designed to offer inservice training to teachers in the areas of classroom discipline, instructional strategies, instructional leadership strategies, communication skills, and multicultural awareness. (LLL)

Summarizes aspects of cognitive dissonance theory (theory that predicts when a particular persuasive attempt will be successful) that are most relevant to consultation. Reviews the corresponding experimental support and suggests practical applications of dissonance research and theory to consultation. (LLL)

Examined preference ratings of classroom teachers, special education teachers, and administrators (N=105) regarding four consultation approaches with respect to five stages of a consultation process. Results indicated a preference for collaboration over other indirect service models in their consultee role vis-a-vis school psychological…

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…

Describes the process by which two school psychologists changed roles from providers of direct services to high school students to providers of indirect services to teachers. Four phases followed in the change to a consultation role are described. Implications for training of school psychologists in consultation are discussed. (NRB)

Examined the relationship between the extent to which school psychologists incorporated an interpersonally based problem-solving process (IBPSP) in their consultation and several defined outcomes of consultation. A highly significant positive relationship exists between the IBPS Scale and general behavior change, teacher satisfaction,…

Compared the effectiveness of two team approaches to Individualized Education Program (IEP) development and implementation in four elementary schools. The Complementray Program and Service System (COMPASS) approach allowed a greater degree of pupil goal attainment and IEP completeness than the traditional approach and was judged a socially valid…

Experienced and preservice teachers agreed about the importance of the school psychologist and the appropriateness of referral problems. Analysis of ratings revealed that experienced teachers had a more negative opinion of the school psychologist's functioning when compared to their novice counterparts. (Author)

A model child evaluation center was established in a public school to demonstrate alternative methods for providing psychoeducational services, and function as a field training clinic for school psychologists. The center was successful in encouraging teachers to utilize consultative services, and in reducing referrals for psychological evaluation.…

Effects of two modes of school psychological consultation were examined against four main outcomes: (1) changes in teacher understanding of the child, (2) the direction of the changes in teacher understanding of the child, (3) teacher satisfaction with consultation, and (4) teacher follow-through on psychologist's recommendations. Results strongly…

Classroom teachers who worked with high-skilled consultants improved significantly more in problem clarification skills following consultant contact than teachers who worked with low-skilled consultants. Working with high skilled consultants not only increased the quantity of information about a child but the quality as well. (Author)

School psychologists and elementary school teachers were shown videotapes of a psychologist consulting with a teacher, with the psychologist using either behavioral or mental health consultation techniques. In general, teachers preferred behavioral consultation, while psychologists rated the mental health consultation as more effective. (Author)

Investigated the impact of consultation services on teachers' preferences for consultation v referral approaches and upon teachers' perceptions of severity for common acting out, withdrawal, and academic types of student problems. Results supported the consultation model. (Author)