ANALYSIS OF INSTRUCTIONAL CONSULTANTS' QUESTIONS AND ALTERNATIVES TO QUESTIONS DURING THE PROBLEM IDENTIFICATION INTERVIEW

Abstract

This study sought to determine the relation between Instructional Consultants' communication skills and competence using videotapes of simulated Problem Identification interviews. A quantitative analysis identified the frequencies of questions and alternatives to questions used, and the qualitative analysis examined the content of the verbalizations in the context of the session. Few quantitative differences were observed across consultants' competency levels, with the exception that Competent consultants posed the most clarifying statements and fewest expert opinions. However, the qualitative analysis indicated that the quality of the verbalizations best accounted for the consultants' communication skill levels. These results suggest that it is the familiarity with the Instructional Consultation model that enabled the consultant to guide the session and use effective communication. Training recommendations include building an understanding of the underlying assumptions of the consultation model and rehearsing communication skills within that context.

The authors of this article reported no financial conflicts of interest that would influence or bias the research presented in this manuscript.

Note: This manuscript was received during editorship of Emilia Lopez. Associate Editor Stephen Truscott served as the action editor.

Notes

^a n = 6 for each group.

∗ p < .05.

Additional information

Notes on contributors

A. Efrat Benn

A. Efrat Benn is a researcher at Myers-JDC-Brookdale Institute in Jerusalem. She received her PhD in school psychology from the University of Maryland, College Park. Her current research interests include after-school programming for children with disabilities.

Grace W. Jones

Grace Jones is a school psychologist in Howard County Schools, Maryland. She received her PhD from the University of Maryland, College Park. Her research interests continue to include consultation process and competence.

Sylvia Rosenfield

Sylvia Rosenfield, who received her PhD from the University of Wisconsin-Madison, is currently a professor in the school psychology program at the University of Maryland, where she also co-directs the Lab for IC Teams. She received the APA 2000 Distinguished Career Contributions to Education and Training Award and the NASP 2006 Legends Award. She has authored books and other publications related to instructional consultation, and is currently PI on an IES funded grant on the effectiveness of IC Teams; however, she has no financial conflict of interest related to the outcome of the research being published here.