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Abstract
Researchers in school-based consultation have shown a renewed interest in linking interpersonal communication processes to consultation outcomes. Central to research in this area is the development and use of reliable methods for quantifying verbal interactions occurring between the consultant and consultee. In this study, we describe four coding schemes (Bergan & Tombari, 1975; Folger & Puck, 1976; Rogers & Farace, 1975; Tracey & Ray, 1984) reported in the consultation literature, and illustrate their application to a common set of four behavioral consultation interviews. Consultant and consultee scores on key variables within each coding scheme are presented. Comparisons among the four schemes are made, as are suggestions for their future use in school-based consultation research.
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Notes on contributors
Brian K. Martens
Brian K. Martens, PhD, is Associate Professor of Psychology at Syracuse University. His research interests include applied behavior analysis and school-based consultation.
William P. Erchul
William P. Erchul, PhD, is an Associate Professor of Psychology and the director of the School Psychology Program at North Carolina State University. His research interests include processes and outcomes of behavioral and mental health consultation.
Joseph C. Witt
Joseph C. Witt, PhD, is Professor and Director of the School Psychology Program at Louisiana State University. His research interests center around influencing teachers to intervene in the regular classroom.