Assessing and Addressing Consultee Variables in School-Based Behavioral Consultation

Abstract

School-based behavioral consultation represents an indirect service approach, in which school psychologists engage in collaborative problem solving with teachers to promote positive change in student learning and behavior. To date, guidelines for behavioral consultation have focused primarily on student assessment and intervention. This article proposes an expanded conception of behavioral consultation, which includes explicit and ongoing attention to teacher variables as well as student behaviors. Discussion is based upon the premise that consultation is a two pronged change process, in which attainment of the ultimate goal, enhanced student functioning, requires an intermediate change in teacher behavior or reactions. A conceptual framework, based upon cognitive behavioral principles, is presented for systematic assessment of consultee knowledge, skills, cognition, and affect. Strategies for enhancing consultee functioning in each area are discussed. Finally, ethical considerations pertaining to this expanded consultation approach are outlined.