This paper considers the consultation process applied to consulting with individuals working with youngsters classified as handicapped. Research related to various stages of the consultation process is reviewed in an effort to identify reactive variables that school consultants should consider in case problem solving, in establishing and maintaining effective consultant-consultee relationships, and in evaluating consultation outcomes. Research on this topic, while limited, has revealed some important findings. Among these are studies pertaining to interpersonal variables, relationship building, managing consultee resistance, and use of feedback to consultees. These results are discussed and framed in relation to recommendations for future research.
This study examined the effects of a school principal's application of a behavioral training procedure, referred to as a Principal's Inservice Training Package, on the praise behaviors of all teachers in his school. A secondary purpose was to describe the subsequent changes in the disruptive behaviors and classwork and homework completion of selected students in each teacher's classroom. A multiple baseline design was applied across praise behaviors to demonstrate independence of these target behaviors. By sequentially applying the inservice training package to individual praise behaviors, the controlling effects of the package were shown. With the application of the inservice training package, the average rate of both specific praise and outside circle praise rose. Followup data taken one year later indicated that use of specific praise remained high, while outside circle praise remained higher than baseline. Changes in student behaviors following the introduction of the inservice training package included a decrease in disruptive behavior and an increase in work completion.Many studies have reported the effectiveness of applied behavior analysis procedures in improving both academic and social behavior in schools. However, relatively few of these studies involved the school principal as the behavior change agent. In those which did, the research dealt primarily with single subjects or groups of students. A limited number described how principals changed teacher behavior.Most applied behavior analysis research involving the principal as a change agent demonstrated the principal's direct modification of student behavior. Broden, Hall, Dunlap, and Clark (1970) reported an increase in study behavior and a decrease in disruptive behavior using a principal-applied token system and timeout procedures with children in one special education classroom. In this study a token procedure alone was successful in improving academic performance. However, one student's disruptive behavior was reduced only when a timeout procedure was added to the token system. Copeland, Brown, Axelrod, and Hall (1972) described three studies where the principal modified tardiness in one student, absenteeism in four students, and classroom disruptions of one student. Copeland, Brown, and Hall (1974) reported the positive effects of principal praise on academic achievement in two classrooms. Muller, Hasazi, Pierce, and Hasazi (1975) decreased disruptive lunchroom behavior of an entire school with a principal-mediated point system. Nau, Van Houten,
We provide a description of the Czecho-Slovak Federal Republic (CFSR), emphasizing the educational impact of the political changes since the November, 1989 revolution. Opportunities for collaborative research and teaching programs are discussed in view of the authors' recommendations for successful collaboration with international colleagues.
This article examines the interpersonal relationships, community participation, and employment of five individuals with severe educational challenges who had exited from public school programs mandated by PL 94-142. Observations of participants in their residences as well as their day activity centers and interviews with key informants formed the basis of the data collected. The results indicated that their lives were oversimplified by rigidly controlled routines and schedules that fostered passivity and dependency. Several unresolved issues emerged: (a) the parameters of appropriate treatment and quality of life, (b) the contrast between serving the letter versus the spirit of the law, and (c) the role of best practices in guiding the content of services for individuals with severe handicaps. Implications for special and regular teacher educators are discussed.
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