Collaborative Consultation Collaborative Consultation in the Schoolsin the Schools

Overview of School Overview of School ConsultationConsultation

Consultation and Consultation and Collaboration : Definitions.Collaboration : Definitions.

• Collaborative Consultation is a process in which Collaborative Consultation is a process in which a trained ,school – based consultant , working a trained ,school – based consultant , working in an egalitarian , nonhierarchical relationship in an egalitarian , nonhierarchical relationship with a consultee , assist that person in his/ her with a consultee , assist that person in his/ her efforts to make decision and carry out plans efforts to make decision and carry out plans that will be in the best educational interest of that will be in the best educational interest of her/ his students. This means that the her/ his students. This means that the consultee ( teachers, parents, students ,and consultee ( teachers, parents, students ,and administrators are more likely to engage when administrators are more likely to engage when they believe they are respected and have input they believe they are respected and have input into the process that is equal to that of the into the process that is equal to that of the consultant. consultant.

Consultation Role of Consultation Role of CounselorCounselor• Consults with parents, faculty, staff, Consults with parents, faculty, staff,

administrators, and others to enhance administrators, and others to enhance their work with students.their work with students.

• Interpret relevant information concerning Interpret relevant information concerning the development needs of students.the development needs of students.

• Reduce barriers to student learning Reduce barriers to student learning through direct referred services.through direct referred services.

• Facilitate new student integration into the Facilitate new student integration into the school environmentschool environment

Counselors Role Cont.Counselors Role Cont.

• Interacts with school councils , boards , and community.Interacts with school councils , boards , and community.

• Remediation: Developing effective interventionsRemediation: Developing effective interventions

• Expert on the consultation process, psychological literature Expert on the consultation process, psychological literature and collaborates with teacher who is an expert on and collaborates with teacher who is an expert on education , the client and the classroom.education , the client and the classroom.

• Be an agent of change, innovation and prevention in a Be an agent of change, innovation and prevention in a system of status quo.system of status quo.

• In-service Activities for parents, teachers and related staff.In-service Activities for parents, teachers and related staff.

• Work with students, teachers, and school to resolve crisis Work with students, teachers, and school to resolve crisis situations.situations.

Psychologist: Consultation- Psychologist: Consultation- Consultee-CenteredConsultee-Centered

• School Psychologist:School Psychologist:• Collaborate with teachers to help them Collaborate with teachers to help them

identify classroom – based problems and identify classroom – based problems and implement data = based interventions.implement data = based interventions.

• Support implementation of effective Support implementation of effective instruction and behavior management at the instruction and behavior management at the classroom level.classroom level.

• Collaborate with the Principal and others Collaborate with the Principal and others school personnel to identify systemic concerns school personnel to identify systemic concerns and promote systems – level change.and promote systems – level change.

Consultation : Child Consultation : Child CenteredCentered• School Psychologist:School Psychologist:• Provide knowledge to help improve student Provide knowledge to help improve student

learning and mental health outcomes. learning and mental health outcomes. • Implement and manage academic and Implement and manage academic and

behavioral interventions .behavioral interventions .• Help teachers, parents, and other Help teachers, parents, and other

professionals understand a child’s professionals understand a child’s development and learning.development and learning.

• Meet and communicate with others involved Meet and communicate with others involved with a child to determined the best way of with a child to determined the best way of managing or improving a particular concern.managing or improving a particular concern.

Treatment EthicsTreatment Ethics

• Is there some research to support the idea?Is there some research to support the idea?• Treatment Ethics. Is treatment appropriate and in the best Treatment Ethics. Is treatment appropriate and in the best

interest of the student. The Intervention / Treatment Code interest of the student. The Intervention / Treatment Code of Ethics.of Ethics.

• Treatment acceptability Treatment acceptability • Treatment validityTreatment validity• Treatment Integrity. Was the treatment implemented Treatment Integrity. Was the treatment implemented

correctly? correctly? • Treatment Effectiveness. Did the treatment work / Does it Treatment Effectiveness. Did the treatment work / Does it

need to be changed, Stick to the meaning of the referral. need to be changed, Stick to the meaning of the referral. Consider the role of family and culture. This new paradigm Consider the role of family and culture. This new paradigm shift in consultation moves from top down management to shift in consultation moves from top down management to collaborative teamworkcollaborative teamwork

The Different Levels of The Different Levels of ConsultationConsultation• The three levels of consultation intervention The three levels of consultation intervention

are primary, ( prevention)., secondary, are primary, ( prevention)., secondary, ( corrective)., and Tertiary, ( remedial ).( corrective)., and Tertiary, ( remedial ).

• Primary level steps are taken to ensure Primary level steps are taken to ensure students are unlikely to develop learning or students are unlikely to develop learning or behavioral problems. This includes curriculum, behavioral problems. This includes curriculum, teaching methods, school climate, teaching methods, school climate, interventions and classroom strategies.interventions and classroom strategies.

• Secondary :Problem has begun to arise , trying Secondary :Problem has begun to arise , trying to prevent further escalation.to prevent further escalation.

• Tertiary: Problem exists, want to diminish Tertiary: Problem exists, want to diminish consequences of more severe pathology.consequences of more severe pathology.

Process and Content Expertise Process and Content Expertise in Consultationin Consultation• Consultant should be well grounded in the process Consultant should be well grounded in the process

of consultation and not in the content. Process of consultation and not in the content. Process means the collaborative process that occurs means the collaborative process that occurs between the consultant and the consultee when between the consultant and the consultee when they are engaged in solving a behavior or a learning they are engaged in solving a behavior or a learning problem. problem.

• Content for Consultee involve the actual strategies Content for Consultee involve the actual strategies that the consultee will implement , a contract, that the consultee will implement , a contract, cooperative leaning, parent conferences, and cooperative leaning, parent conferences, and related activities. Collaborative consultation related activities. Collaborative consultation requires expertise in process if not the process dies requires expertise in process if not the process dies and the consultee becomes angry and withdraws. and the consultee becomes angry and withdraws.

Models and Functional Aspects Models and Functional Aspects of Consultation.of Consultation.

• A model is way of conceptualizing or approaching a A model is way of conceptualizing or approaching a problem. A consultant always follows or adopts a problem. A consultant always follows or adopts a model. Preceding a model a consultant may ask the model. Preceding a model a consultant may ask the following questions.following questions.

• What model (s) of consultation do I prefer?What model (s) of consultation do I prefer?• How do I define consultation to myself and others?How do I define consultation to myself and others?• How do I determine what approach would be most How do I determine what approach would be most

efficient and effective in any given situation?efficient and effective in any given situation?• What recommendations for common problems arise What recommendations for common problems arise

from my theoretical orientation?from my theoretical orientation?• How does my view of inclusion cloud my How does my view of inclusion cloud my

recommendations. These question should be ask recommendations. These question should be ask during every consultation encounter during every consultation encounter

Theoretical Models Theoretical Models Behavioral and Mental Behavioral and Mental Health.Health.• Behavioral model is based on the belief that Behavioral model is based on the belief that

behaviors are a function of the contingencies that behaviors are a function of the contingencies that control them( their antecedents and consequence ) control them( their antecedents and consequence ) and the functional relationships between behaviors and the functional relationships between behaviors and their environmental and cognitive (self-talk) and their environmental and cognitive (self-talk) contexts. Behavioral consultation , is a relationship contexts. Behavioral consultation , is a relationship whereby services consistent with a behavioral whereby services consistent with a behavioral orientation is provided either indirectly to a client orientation is provided either indirectly to a client or a systems , or directly to by training consultees or a systems , or directly to by training consultees to enhance their skills with clients or systems. This to enhance their skills with clients or systems. This involves looking at the larger picture of a students involves looking at the larger picture of a students life and history rather than a brief moment for life and history rather than a brief moment for prompting events.prompting events.

Stages in the Behavioral Stages in the Behavioral Consultation ModelConsultation Model• Problem Identification. This involves the following Problem Identification. This involves the following

steps:steps:1.1. What does the terms mean that describes the What does the terms mean that describes the

behavior?behavior?2.2. Assess the nature of the consultees concern.Assess the nature of the consultees concern.3.3. Prioritize problems.Prioritize problems.4.4. Decide on tentative goals.Decide on tentative goals.5.5. Discuss the antecedents ( how the behavior unfolds Discuss the antecedents ( how the behavior unfolds

in time) , and consequences; discuss data collection in time) , and consequences; discuss data collection ideas ; and set up next meeting date. ideas ; and set up next meeting date.

6.6. Always check and investigate whether or not the Always check and investigate whether or not the consultees description of student is clouded by anger.consultees description of student is clouded by anger.

Behavioral Consultation Behavioral Consultation Cont.Cont.• 7. Problem analysis. Nature of problem, 7. Problem analysis. Nature of problem,

observation, assessment, clarifying issues, observation, assessment, clarifying issues, and brainstorming interventions.and brainstorming interventions.

• Plan intervention. What is the consultee Plan intervention. What is the consultee doing, is it appropriate, does it need change doing, is it appropriate, does it need change or modification.or modification.

• Problem Evaluation . Evaluate goals, plan , Problem Evaluation . Evaluate goals, plan , and planning post implementation. How do and planning post implementation. How do we proceed afterwards. Do we need more we proceed afterwards. Do we need more time. time.

Functional Assessment Functional Assessment ModelModel• Students name, School ,Teacher, Setting, DOB, Students name, School ,Teacher, Setting, DOB,

NO. of Students in Class, and name of class Aide.NO. of Students in Class, and name of class Aide.• Describe targeted behavior's)Describe targeted behavior's)• What is the current frequency / intensity/ duration What is the current frequency / intensity/ duration

of the behavior?of the behavior?• When, and during what activities, does the When, and during what activities, does the

behavior occur?behavior occur?• What actions or behavior's) of the targeted What actions or behavior's) of the targeted

student or others typically precede the behaviors?student or others typically precede the behaviors?• What are the typical consequences of the What are the typical consequences of the

behavior , planned or otherwisebehavior , planned or otherwise

Assessment CONT.Assessment CONT.

• Are there known health issues that could be Are there known health issues that could be affecting his behavior?affecting his behavior?

• What are some desired reinforces for this student ?What are some desired reinforces for this student ?• What is the function of the behavior? What is the What is the function of the behavior? What is the

student trying to get or avoid?student trying to get or avoid?• What are the desired replacement behavior?What are the desired replacement behavior?• Under what conditions /are replacement behaviors Under what conditions /are replacement behaviors

exhibited ? When and where does the student exhibited ? When and where does the student behave well?behave well?

• What has been successful in managing (i.e. What has been successful in managing (i.e. replacing ) the targeted behavior's)?replacing ) the targeted behavior's)?

• What has been unsuccessful ?What has been unsuccessful ?

Assessment CONT.Assessment CONT.

• Have there been any recent changes in Have there been any recent changes in the school or home environment , daily the school or home environment , daily schedule, medications, or other schedule, medications, or other incidents/incidents/

• Describe the behavior of others that Describe the behavior of others that may influencing the students behavior?may influencing the students behavior?

• Please list other comments ideas, you Please list other comments ideas, you may have about the nature or causes may have about the nature or causes to the targeted behavior's)?”to the targeted behavior's)?”

Functional Assessment Cont.Functional Assessment Cont.

• After your assessment is completed please After your assessment is completed please answer the following questions:answer the following questions:

• Identify some of the antecedents of the Identify some of the antecedents of the students behavior? What were some of the students behavior? What were some of the prevailing consequences? What are some prevailing consequences? What are some of the obvious functions of the behavior? of the obvious functions of the behavior? What strategies/ support do you What strategies/ support do you recommend to the teacher/school/ home recommend to the teacher/school/ home to improve the students behavior? In to improve the students behavior? In conjunction with the teacher design a conjunction with the teacher design a positive behavioral intervention plan? See positive behavioral intervention plan? See Appendix AAppendix A

Mental Health ModelMental Health Model

• Mental health model stresses intraphysic feelings and Mental health model stresses intraphysic feelings and shows how they affect interpersonal relationships, shows how they affect interpersonal relationships, does not ignore environmental factors where does not ignore environmental factors where behavior unfolds. The key concepts are;behavior unfolds. The key concepts are;

• The relationship between the consultee and The relationship between the consultee and consultant is coordinate and nonhierarchical. The consultant is coordinate and nonhierarchical. The concept is collaborative( equal partnership)concept is collaborative( equal partnership)

• Consultation is limited to a short series of interviews.Consultation is limited to a short series of interviews.• Consultant does not get involved in the personal Consultant does not get involved in the personal

problems of consultee; make a referral.problems of consultee; make a referral.• Goal is to improve the on the job functioning.Goal is to improve the on the job functioning.

Types of Mental Health Types of Mental Health Consultation Consultation • Client centered; direct consultation and provide some Client centered; direct consultation and provide some

service.service.• School – based ; teacher refers a student to a third party School – based ; teacher refers a student to a third party

because of a learning or behavioral problem. Conduct an because of a learning or behavioral problem. Conduct an assessment , write a report, for the teacher with some assessment , write a report, for the teacher with some

• Consultee- Centered Case Consultation; The consultant Consultee- Centered Case Consultation; The consultant deals directly with consultee and form a plan for dealing deals directly with consultee and form a plan for dealing with the client. This is the triadic model and the most with the client. This is the triadic model and the most common. The consultee may lack skills, confidence and common. The consultee may lack skills, confidence and knowledge.knowledge.

• School consultation are now being ask to provide in-School consultation are now being ask to provide in-service training . The initial step is to determined what service training . The initial step is to determined what training is needed. Conduct needs assessment thru training is needed. Conduct needs assessment thru informal and informal discussions. The four lacks that informal and informal discussions. The four lacks that the consultee may not have in dealing with a client, the consultee may not have in dealing with a client, knowledge, skill, confidence, and objectivity.knowledge, skill, confidence, and objectivity.

Agenda For Parent Agenda For Parent ConsultationConsultation• What exactly do I want to convey? The problem, issues, information What exactly do I want to convey? The problem, issues, information

exchange, to give and what you need. exchange, to give and what you need. • Who are the parents, biological, foster, relatives, caretaker? What is the Who are the parents, biological, foster, relatives, caretaker? What is the

structure of the family? Who lives in the home and what are their structure of the family? Who lives in the home and what are their resources.resources.

• Bring the parent into the collaborative process. Say something positive Bring the parent into the collaborative process. Say something positive about the student. Keep it simple and avoid jargon. about the student. Keep it simple and avoid jargon.

• Be neutral to the parent response. Decide what role you want parent to Be neutral to the parent response. Decide what role you want parent to play.play.

• If need get someone to translate and consider the cultural context. Get If need get someone to translate and consider the cultural context. Get parent contact info cell phone, e-mail etc.parent contact info cell phone, e-mail etc.

• Remember:Remember:• Each parent is different.Each parent is different.• Don’t talk down to parent, let them vent, and be sensitive to the fact Don’t talk down to parent, let them vent, and be sensitive to the fact

they may not want to share information.they may not want to share information.• Ask parent to collaborate.Ask parent to collaborate.• Establish goals and objectives. What , when where and whom.Establish goals and objectives. What , when where and whom.• Assume that parents want to help until you discover they wont.Assume that parents want to help until you discover they wont.

Ethical Problem Solving Ethical Problem Solving Model Model • Identify the problem or SITNA.Identify the problem or SITNA.• Define the parameters of the situation.Define the parameters of the situation.• Define the legal –ethical issues involved.Define the legal –ethical issues involved.• Consult with legal guidelines.Consult with legal guidelines.• Consult with trusted colleagues.Consult with trusted colleagues.• Evaluate the rights, responsibilities, and welfare of all Evaluate the rights, responsibilities, and welfare of all

affected parties.affected parties.• Generate a list of alternatives decision possible for Generate a list of alternatives decision possible for

each case.each case.• Enumerate the consequences of making each Enumerate the consequences of making each

decision.decision.• Conduct a risk – benefits analysis.Conduct a risk – benefits analysis.• Make the decision.Make the decision.

Steps in the Consultation Steps in the Consultation Process, Problem Solving Process, Problem Solving ModelModel• Define and Clarify the Problem/ SITNA. If this stage is successful a Define and Clarify the Problem/ SITNA. If this stage is successful a

positive outcome is likely.positive outcome is likely.• Analyze the Forces Impinging on the Problem, parents, classroom, Analyze the Forces Impinging on the Problem, parents, classroom,

students, curriculum, sociocultural, or other related influences.students, curriculum, sociocultural, or other related influences.• Brainstorm Alternative Strategies. Don’t evaluate as they are Brainstorm Alternative Strategies. Don’t evaluate as they are

being generated, generate as many as possible, use creative and being generated, generate as many as possible, use creative and novel possibilities.novel possibilities.

• Evaluate and Choose Among Alternatives Strategies. Select the Evaluate and Choose Among Alternatives Strategies. Select the strategy that will have maximum impact and minimal effort. strategy that will have maximum impact and minimal effort.

• Specify Consultant and Consultee Responsibilities. Who, when Specify Consultant and Consultee Responsibilities. Who, when where and how.where and how.

• Implement the Chosen Strategy.Implement the Chosen Strategy.• Evaluate the Effectiveness of the Intervention and Recycle if Evaluate the Effectiveness of the Intervention and Recycle if

Necessary. The moment of truth. It may or may not work. Necessary. The moment of truth. It may or may not work. Monitoring the consultees actions, students reaction, and collect Monitoring the consultees actions, students reaction, and collect data. Please refer to case study models handout.data. Please refer to case study models handout.

Consulting About Students with Consulting About Students with Academic Learning Problems Academic Learning Problems• The term academic learning refers to any student The term academic learning refers to any student

deficit in academic production that is of concern to the deficit in academic production that is of concern to the teacher. Research has developed six theoretical teacher. Research has developed six theoretical constructs that account fore the greatest effects on constructs that account fore the greatest effects on learning.learning.

• 1. Student characteristics.1. Student characteristics.• 2. Classroom practices.2. Classroom practices.• 3Home and Community educational contexts.3Home and Community educational contexts.• 4. Design and delivery of curriculum and instruction.4. Design and delivery of curriculum and instruction.• 5. School demographics, culture, climate, and 5. School demographics, culture, climate, and

practices.practices.• 6. State and district governance and organization.6. State and district governance and organization.

Poor School AchievementPoor School Achievement

• Slower than Average Rate of Intellectual Slower than Average Rate of Intellectual DevelopmentDevelopment

• Health and Sensory Factors.Health and Sensory Factors.• Motivation.Motivation.• Inability to Concentrate.Inability to Concentrate.• Emotional and Behavioral Disorders.Emotional and Behavioral Disorders.• Study Skills and Learning Strategies Deficiencies.Study Skills and Learning Strategies Deficiencies.• Learning Disabilities or Disorders.Learning Disabilities or Disorders.• Cultural , Socioeconomic, and Linguistic Differences.Cultural , Socioeconomic, and Linguistic Differences.• Attendance at Schools with Chronic Attendance at Schools with Chronic

Underachievement.Underachievement.

Reasons for Poor Reasons for Poor AchievementAchievement• In our effort to understand the previous nine In our effort to understand the previous nine

reasons is related to our ability to reasons is related to our ability to understand the interplay of all these factors. understand the interplay of all these factors. As well as the biological environmental, As well as the biological environmental, psychodynamic factors. All of which can psychodynamic factors. All of which can influence behavior and academic learning.influence behavior and academic learning.

• This means assessment of the classroom as This means assessment of the classroom as a learning environment ,teacher and student a learning environment ,teacher and student communication, students being on task, the communication, students being on task, the ecology of the classroom, the quality of ecology of the classroom, the quality of instruction, appropriate levels of instruction, appropriate levels of instructions, incentives, and time. instructions, incentives, and time.

Assessment of the Student AS Assessment of the Student AS A LearnerA Learner

• The following model RIOT groups The following model RIOT groups assessment into four parts;assessment into four parts;

• Records Review. Records Review. • Interview for children, parents and the Interview for children, parents and the

consultee. ( Sample interview).consultee. ( Sample interview).• Observation, review students work, and Observation, review students work, and

the class being conducive for learning. the class being conducive for learning. • Testing-formal/ informal , reading, Testing-formal/ informal , reading,

classroom observations, and curriculum classroom observations, and curriculum based assessment.based assessment.

Interventions for Problems In Interventions for Problems In Academic Learning.Academic Learning.• Modify the curriculum.Modify the curriculum.• Modify teaching methods.Modify teaching methods.• Focus attention on the relevant stimuli.Focus attention on the relevant stimuli.• Listen to the teacher, idle their motor, sit up Listen to the teacher, idle their motor, sit up

straight, turn toward the teacher, engage their straight, turn toward the teacher, engage their brain, Now, follow instruction.brain, Now, follow instruction.

• Provide tape lessons, give clues, examples, alter Provide tape lessons, give clues, examples, alter voice, demonstrate, visual/auditory, give students voice, demonstrate, visual/auditory, give students time, oral reinforcement, task analyze, redesign time, oral reinforcement, task analyze, redesign classroom , use cooperative learning.classroom , use cooperative learning.

• Last use placement options if necessary. Remedial, Last use placement options if necessary. Remedial, special ed. Grade retention , tutoring.special ed. Grade retention , tutoring.

Systems Level Consultation: Systems Level Consultation: Changing the Organization Changing the Organization

• There are four characteristics of an There are four characteristics of an operating school district and each are operating school district and each are independent.independent.

• The receiving system are the k-12 The receiving system are the k-12 students , to include preschoolers, and students , to include preschoolers, and their families and the community. These their families and the community. These are the clients. We need to address their are the clients. We need to address their needs, goals, and how do we integrate needs, goals, and how do we integrate these needs in the mission of the these needs in the mission of the school .school .

Systems Level CONT.Systems Level CONT.

• The Performance System consist of five The Performance System consist of five elements , vision, mission, goals and objectives, elements , vision, mission, goals and objectives, activities, materials and resources and specific activities, materials and resources and specific outcomes. Insert chart. Managing Complex outcomes. Insert chart. Managing Complex Change.Change.

• The Human Resources and People Systems which The Human Resources and People Systems which includes the entire staff, the major issues here is includes the entire staff, the major issues here is to get the right people on the bus. The School to get the right people on the bus. The School should set annual goals , value their students should set annual goals , value their students toward achievement. This systems should toward achievement. This systems should compliment the receiving system. Discuss conflict compliment the receiving system. Discuss conflict Model.Model.

Systems Level CONT.Systems Level CONT.

• The Human Resources and People Systems The Human Resources and People Systems includes all staff: teachers, aides, includes all staff: teachers, aides, administrators, bus drivers, campus administrators, bus drivers, campus security, and others. The issues here is to security, and others. The issues here is to get the right people on the bus. Once hired get the right people on the bus. Once hired all staff need continuous development to all staff need continuous development to improve services and academic instruction improve services and academic instruction to students. Use Coaching Model HANDOUT to students. Use Coaching Model HANDOUT In addition there needs to be a process to In addition there needs to be a process to measure outcomes. Are we helping measure outcomes. Are we helping students or maintaining the Status Quo. students or maintaining the Status Quo. Use Force Field Analysis Model.Use Force Field Analysis Model.

Systems Level Cont.Systems Level Cont.

• The System Variables:The System Variables:• Incentive and rewards.Incentive and rewards.• Quality of life and climate factors.Quality of life and climate factors.• Environmental factors.Environmental factors.• Political factors.Political factors.• Cultural factors.Cultural factors.• Nonrational factors/ resisting change when change Nonrational factors/ resisting change when change

is needed.is needed.• Who initiates change. Formal leaders or You?Who initiates change. Formal leaders or You?• Change can arise from anyone who has an idea Change can arise from anyone who has an idea

and is willing to step up to the plate.and is willing to step up to the plate.

Steps to Guide The Steps to Guide The Implementation of Systems Implementation of Systems Change: Change: • The Decide Approach:The Decide Approach:• D. Define the Situation. What are the situations that need D. Define the Situation. What are the situations that need

attention?attention?• E. Examine the Environment. What ,whom where, why, and E. Examine the Environment. What ,whom where, why, and

how.how.• C. Create A Goal Statement, Behavior, Condition, Criterion, C. Create A Goal Statement, Behavior, Condition, Criterion,

Duration. Other goals may be listed.Duration. Other goals may be listed.• I. Invent an Intervention Plan from how something is done I. Invent an Intervention Plan from how something is done

to what will be done, and under what conditions, by whom, to what will be done, and under what conditions, by whom, what , when, where and time lines. Brainstorming, resource what , when, where and time lines. Brainstorming, resource allocation, timelines, Cost- benefit analysis, cross-allocation, timelines, Cost- benefit analysis, cross-referencing the goal and action plan. referencing the goal and action plan.

• D. Deliver the action plan.D. Deliver the action plan.• E. Evaluate the Intervention Action Plan. ( Formative ./ E. Evaluate the Intervention Action Plan. ( Formative ./

Summative) Summative)