Verfügbarkeit: School consultation | Technische Universität München

School consultation: conceptual and empirical bases of practice

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Bibliographische Detailangaben
Beteiligte Personen:	Erchul, William P. (VerfasserIn), Martens, Brian K. (VerfasserIn)
Format:	Buch
Sprache:	Englisch
Veröffentlicht:	New York [u.a.] Springer 2010
Ausgabe:	3. ed.
Schriftenreihe:	Issues in Clinical Child Psychology
Schlagwörter:	Schulberatung Schulpsychologische Beratung USA
Links:	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020217153&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
Umfang:	XIX, 258 S.
ISBN:	9781441957467

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Datensatz im Suchindex

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adam_text	Contents Part I Background 1 Introduction to Consultation ................................................................... 3 The Effectiveness of Human Services Consultation ................................... 5 Historical Influences on the Human Services Consultant Role .................. 6 Theoretical Issues .................................................................................... 6 Professional Issues .................................................................................. 7 Pragmatic Issues ...................................................................................... 8 Historical Influences on the School Consultant Role ................................. 9 Developments from the 1 940s Through the 1970s................................. 9 Developments During the 1980s and 1990s........................................... 10 Contemporary Developments ................................................................. 11 Reconceptualizing Consultation for Today s Schools ................................ 12 Historical Summary ................................................................................ 12 Our Definition of School Consultation ................................................... 12 Assumptions of Our Approach to School Consultation .......................... 13 Topics Not Addressed in Our Approach to School Consultation ........... 14 The Rest of the Book .................................................................................. 15 2 Problem Solving and Response to Intervention ..................................... 17 Establishing a Context for RTI and the Modern Practice of School Consultation ................................................................................................ 18 Prevention as a Philosophical Influence ................................................. 18 NCLB and IDEIA 2004 as Legislative Influences .................................. 19 Empirical Influences ............................................................................... 20 Problem Solving .......................................................................................... 21 What is Problem Solving? ...................................................................... 21 Problem-Solving Teams .......................................................................... 22 RTI .............................................................................................................. 24 What is RTI? ........................................................................................... 24 RTI Systems of Implementation ............................................................. 24 Tier-Based Service Delivery Within RTI ................................................ 25 Assessment and Intervention Methods Within RTI ................................ 28 Conclusion .................................................................................................. 29 Promoting Change in Schools .................................................................. 31 Changing Beliefs. Attitudes, and Behaviors Within Consultation .............. 31 The Need for Consultee Change ............................................................. 31 Helping the Consultee to Change ............................................................... 33 Collaboration: What Is It? ....................................................................... 33 Should Consultants Influence Consultées and the Process of Consultation? ...................................................................................... 34 Relevance of These Five Studies for School Consultants ....................... 38 A Clarification of Our Position ............................................................... 39 Are There Ethical Questions and Issues of Professional Dissonance Regarding the Use of Influence in Consultation? ................................... 39 If It Is Not a Collaborative Relationship, Then What Is It? ................... 40 The Egalitarian Virus .............................................................................. 41 General Strategies for Effecting Changes in Human Systems .................... 41 Empirical-Rational Approach ................................................................ 42 Normative-Reeducative Approach ......................................................... 42 Power-Coercive Approach ..................................................................... 42 Relevance of Chin and Benne s Strategies for School Consultants ........ 43 The Bases of Social Power and Their Application to School Consultation ................................................................................ 43 An Introduction to Social Power Bases and Social Influence ................ 43 Coercive Power and Reward Power: Impersonal Forms ......................... 45 Coercive and Reward Power: Personal Forms ........................................ 47 Legitimate Power: Position, Reciprocity, Equity, and Responsibility-Dependence .............................................................. 48 Expert Power and Referent Power: Positive Forms ................................ 49 The Expert-Referent Power Dilemma .................................................... 50 Expert and Referent Power: Negative Forms .......................................... 50 Informational Power: Direct and Indirect Forms .................................... 51 Empirical Studies of Raven s (1992, 1993) Social Power Bases Applied to School Consultation .............................. 52 Relevance of Social Power Base Research Studies for School Consultants ............................................................................ 54 Other Means of Influence ........................................................................... 54 Invoking or Reducing the Power of Third Parties ................................... 54 Preparatory Devices: Setting the Stage for Social Influence .................. 55 The Mode of Influence ............................................................................ 57 A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation ................................................ 57 The Motivation to Influence .................................................................... 57 Assessment of Available Power Bases .................................................... 59 Assessment of the Available Bases in Relation to Target, Power, Preferences, and Inhibitions .................................................................... 59 Preparing for the Influence Attempt ....................................................... 59 Choice of Power Bases and Mode in Influence Attempts ...................... 60 Assessing the Effects of Influence .......................................................... 60 Conclusion .................................................................................................. 60 Notes ........................................................................................................... 61 4 The School as a Setting for Consultation ................................................ 63 Organizational Traditions in the Public School System ............................. 64 Classical Organizational Theory ............................................................. 64 The Human Relations Movement ........................................................... 66 Organizational Behavior Theory ............................................................. 70 The Service Structure of Public Schools .................................................... 71 Available Services ................................................................................... 71 The Refer-Test-Place Sequence .............................................................. 74 The Role of Consultation ........................................................................ 76 School Consultation from an Administrative Perspective .......................... 76 Factors Influencing the Use of Consultation Services ............................ 76 The Three Paradoxes of School Consultation ......................................... 78 Part II Consultation Processes and Outcomes 5 Bases of an Integrated Model of School Consultation ........................... 83 Community Mental Health and Mental Health Consultation Bases ........... 83 Population-Oriented Preventive Model ................................................... 84 Crisis Model ............................................................................................ 85 Support Systems Model .......................................................................... 86 Caplan s Model of Mental Health Consultation ..................................... 86 How the Mental Health Consultant Offers Support to Consultées ......... 90 Behavioral Psychology and Behavioral Consultation Bases ...................... 91 Problem-Solving Model .......................................................................... 91 Application of Behavior Modification in Natural Settings ..................... 92 Bergan s Model of Behavioral Consultation ........................................... 92 Interpersonal Influence and Social Power Bases .................................... 96 Summary of the Bases of an Integrated Model of School Consultation ................................................................................ 97 Achieving Entry in School Consultation: Entering the Service Delivery Network ..................................................................... 97 Assessing the School as an Organization: Some General Considerations ................................................................. 98 Negotiating the Contract ......................................................................... 100 Achieving School-Level (Physical) Entry .............................................. 101 Achieving Classroom-Level (Psychological) Entry ................................ 102 6 Model Description and Application ......................................................... 105 A Critical Appraisal of Consultation Models ............................................. 105 Mental Health Consultation .................................................................... 105 Behavioral Consultation .......................................................................... 107 The Consultative Relationship .................... An Integrated Model of School Consultation . Precursors to School Consultation .............. The Problem-Solving Task .......................... The Social Influence Task ........................... 10 10 13 15 17 The Support and Development Task ....................................................... 120 Outcomes of School Consultation .......................................................... 124 7 Assessment in School Consultation ......................................................... 127 Functional Behavior Assessment ................................................................ 129 Indirect Assessment Phase ...................................................................... 131 Direct Assessment Phase ........................................................................ 132 Systematic Formative Evaluation ................................................................ 134 Brief Experimental Analysis ....................................................................... 136 8 Selecting Effective School-Based Interventions ..................................... 141 Effectiveness of Intervention Alternatives .................................................. 142 Results from Meta-Analytic Reviews ..................................................... 142 The Role of ABA in School-Based Intervention .................................... 143 Conceptual Models of Children s Learning and Behavior Problems ......... 144 Academic Intervention Models ............................................................... 144 Behavioral Intervention Models .............................................................. 147 Limitations of ABA Approaches to School-Based Intervention ............. 151 Implementation Issues ................................................................................ 151 Conceptual Relevance ............................................................................. 152 Treatment Strength .................................................................................. 153 Treatment Acceptability .......................................................................... 153 Treatment Integrity .................................................................................. 154 Part III Key Participants in Consultation 9 Teachers as Consultées ............................................................................. 159 Perspectives on Teachers and Teaching ...................................................... 159 The Complexity of Classroom Teaching ................................................ 159 The Rewards of Teaching ........................................................................ 161 Major Challenges Facing Teachers Today .............................................. 162 Teacher Recruitment, Attrition, and Retention ....................................... 164 Implications for the School Consultant ................................................... 164 Perspectives on Teachers and School Consultation .................................... 165 Three Views on Why Teachers Seek Consultation ................................. 165 Teacher Expectations for Consultation ................................................... 167 What Teachers Do Before Seeking Consultation .................................. 169 Factors that Distinguish Teachers Who Participate in Consultation from Those Who Do Not ............................................. 170 Increasing the Effectiveness of Consultation with Teachers ..................... 171 Adapting Consultation to the Teacher s Schedule: The 15-Min Consultation ...................................................................... 171 Consulting as Part of a Prereferral Intervention/Problem-Solving Team ..................................................... 172 Increasing Knowledge/Skill Transfer and Maintenance ....................... 174 Providing Consultative Support to Teachers ............................................. 176 10 Students as Clients .................................................................................. 177 Legislation Governing Service Delivery in the Schools ........................... 178 Educational Approaches to Classification ................................................ 180 Rationale for Classifying Special Needs Students ................................ 181 Overview of Childhood Disabilities ...................................................... 182 Students Classified as Learning Disabled ............................................. 185 Students Classified as Emotionally Disturbed ...................................... 187 A Contextual Model of Student Achievement .......................................... 189 Variables Limiting Individualized Instruction ...................................... 189 Variables Related to Student Achievement ........................................... 190 11 Consultation Case Study ........................................................................ 193 Problem Identification Interview: February 18......................................... 194 An Analysis of the First Interview ........................................................ 202 Problem Analysis Interview: March 4...................................................... 204 An Analysis of the Second Interview ................................................... 212 Problem Evaluation Interview: April 9..................................................... 214 Child Measures ..................................................................................... 214 Teacher/Consultation Case Measures ................................................... 215 Conclusion ................................................................................................ 215 12 Epilog: The Effective Practice of School Consultation ........................ 217 References ........................................................................................................ 221 Author Index .................................................................................................... 245 Subject Index ................................................................................................... 253
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spellingShingle	Erchul, William P. Martens, Brian K. School consultation conceptual and empirical bases of practice Schulberatung (DE-588)4053452-2 gnd Schulpsychologische Beratung (DE-588)4077213-5 gnd
subject_GND	(DE-588)4053452-2 (DE-588)4077213-5 (DE-588)4078704-7
title	School consultation conceptual and empirical bases of practice
title_auth	School consultation conceptual and empirical bases of practice
title_exact_search	School consultation conceptual and empirical bases of practice
title_full	School consultation conceptual and empirical bases of practice William P. Erchul ; Brian K. Martens
title_fullStr	School consultation conceptual and empirical bases of practice William P. Erchul ; Brian K. Martens
title_full_unstemmed	School consultation conceptual and empirical bases of practice William P. Erchul ; Brian K. Martens
title_short	School consultation
title_sort	school consultation conceptual and empirical bases of practice
title_sub	conceptual and empirical bases of practice
topic	Schulberatung (DE-588)4053452-2 gnd Schulpsychologische Beratung (DE-588)4077213-5 gnd
topic_facet	Schulberatung Schulpsychologische Beratung USA
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