Content area
Abstract
The current study was designed to address the major criticisms of past consultation research. A multiple baseline design across subjects was utilized to enable the examination of the remedial and preventive effects of consultation interactions between a school psychologist and first grade teachers. The behavior of three target students was observed and recorded as well as teachers' behavior toward students exhibiting presenting problems and other students in the classroom. Additionally, the development of consultee brainstorming skills was examined at several junctures during the study using a pencil-and-paper task.
The findings of this investigation indicate that the behaviors of the students and teachers did not change appreciably. Qualitative data gathered during the course of the study provided valuable insights as to possible factors affecting consultative outcomes. Future consultation research should address the problems associated with certain small-N research designs, broaden the range of qualitative data collection, and continue to examine the effects of organizational characteristics, school climate, contingencies, and setting events upon school-based consultation.
