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Abstract
An investigation of the effectiveness of school-based behavioral consultation was conducted. Participants were 80 teachers who recently were involved in consultation with a practicing school psychologist. Teachers were asked to evaluate a recent consultation case using a consultant effectiveness scale, a measure of intervention quality, and an intervention outcome index. Results indicated that consultant skills were rated as highly effective, 4 of 6 critical elements of problem solving were included in a majority of cases, and in two thirds of the cases student functioning improved. Significant correlations between consultant skills, consultation quality, and case outcomes were obtained. Potential contributions of field-based consultation research are discussed.
