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Abstract
This article describes a revisitation and update of the collaborative consultation model originally developed by us (Idol, Paolucci-Whitcomb, & Nevin, 1986). These new conceptualizations are presented in the second edition of Collaborative Consultation (Idol, Nevin, & Paolucci-Whitcomb, 1994) and this article offers some of those new and refined insights presented in chapters 1 and 2 of that volume. This article describes the Collaborative Consultation Model as a model of educational service delivery for students with special education needs and students who are at risk for school failure, and who are included in general classroom instruction. Efficacy and field-based applications of this model are described. The model includes three sources of influence on collaborators: (a) the interpersonal communicative, interactive, and problem-solving skills; (b) the underlying knowledge base; and (c) the intrapersonal attitudes of the individual collaborators. A collaborative problem-solving process is used with teams of collaborators interacting in a collegial, parity-based, and consensus-building manner. In this article, emphasis is placed on new conceptualizations concerning the intrapersonal attitudes of collaborators and unresolved issues regarding Collaborative Consultation.
