the consultant will contact more parents than either the educational or counseling psychologist, if only because the consulting school psychologist feels that he has a better chance to complete the total task. Will the students whose parents contact the consulting psychologist manifest a wider range of problems than students whose parents work with the educational or counseling psychologist? Which parents, the educated, the counseled, or those subject t o consultation, will recontact the psychologist more frequently? Finally, the use of which model will best facilitate positive changes in child learning or behavior?While definitive answers to such questions are unlikely, such questions or hypotheses offer potential for productive research.
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