Finalizing the Consultant Effectiveness Scale: An Analysis and Validation of the Characteristics of Effective Consultants

Abstract

As consultation becomes a larger part of the school psychologist's role and function, the need to empirically identify the characteristics of effective consultants is increasingly important. To this end, the continuing development of a factor analytically derived, heuristic scale called the Consultant Effectiveness Scale (CES) is described. Based on the initial work of Knoff, McKenna, and Riser (1991), the factor and item structure of the CES was reexamined with a national sample of school psychologists. This research also evaluated the discriminant validity of the individual items on the scale, and then compared all of the results to those in the Knoff, McKenna, and Riser study in an attempt to finalize the CES factors and items. CES results from these analyses are described, limitations are noted, and future directions are discussed relative to additional research validating the CES and exploring other facets of effective consultant behavior.

Additional information

Notes on contributors

Howard M. Knoff

Howard M. Knoff, PhD, is Professor and Director, School Psychology Program, University of South Florida. A Past-President of NASP and Lightner Witmer Award winner, his research interests include consultation processes, school reform initiatives, personality and behavioral assessment and intervention, and organizational change.

Constance V. Hines

Constance V. Hines, PhD, is Professor and Associate Dean, College of Education, University of South Florida. Her research interests include the measurement of teacher behavior, the evaluation of effective school processes, and quantitative evaluation methods in education.

Jeffrey D. Kromrey

Jeffrey D. Kromrey, PhD, is an Associate Professor in the Department of Measurement and Research at the University of South Florida. His primary research interests are applied statistics and data analysis.