Analysis of Instructional Consultants' Questions and Alternatives to Questions During the Problem Identification Interview

Language in Consultation: The Effect of Affect and Verb Tense

“…A modest research base supports various components of the IC model, including the critical role of consultant–consultee communication in establishing collaborative relationships, and engaging in effective problem solving (see Rosenfield et al., ). For instance, Benn, Jones, and Rosenfield () found quantitative and qualitative differences between the communication skills of novice and competent instructional consultants during PID/PA, with competent consultants using more clarifying questions and higher quality verbalizations (i.e., language rated by the researchers as more collaborative, instructionally/ecologically focused, and accurate in describing problem solving stages). Research also indicates that problem conceptualizations are influenced by communicative interactions in IC and related models (e.g., Knotek, ; Knotek, Rosenfield, Gravois, & Babinski, ).…”

“…A longitudinal investigation, over the course of multiple problem solving sessions and stages, would promote an understanding of how affect and verb tense usage are similar or different during different phases of problem solving. It would also be useful to investigate potential differences in communication with consultants at different developmental levels of competency (e.g., novice, competent, expert), expanding the limited extant research in this area (e.g., Benn et al., ); this would help us understand the development of communication skills both during training and potentially throughout the professional lifespan. In future research, systematic mixed‐methods research linking quantitative language coding with qualitative analysis is another important research endeavor; this would allow triangulation of multiple sources of data to draw conclusions about the process and outcomes of consultation.…”

A Qualitative Metasynthesis of Consultation Process Research: What We Know and Where to Go

“…problem solving process strengthens consultative interactions, and is viewed positively by consultees (e.g., Babinski & Rogers, 1998;Benn et al, 2008;Etscheidt & Knesting, 2007;Knotek et al, 2003;Young & Gaughan, 2010). Structures found to be valuable across multiple studies in our sample include collaborative completion of structured forms and problem solving notes, and systematically prioritizing a single concern for problem solving.…”

“…Studies in this review indicate that rushing to intervene relates to the limited time available for consultation as well as the pressure consultants may feel to conform to an expert role (e.g., Babinski & Rogers, 1998;Henning-Stout & Bonner, 1996;Newman et al, 2014). Further, jumping to intervene relates to novice consultants' fragile knowledge of content and process (e.g., Benn, Jones, & Rosenfield, 2008;Henning-Stout, 1999;Newell & Newell, 2011;Newman, 2012). For example, premature advice giving/intervention appears to increase consultation incoherence.…”

“…Rubinson (2002) found that consultations characterized by "attribution of within child-etiology" (p. 204) resulted in direct interventions implemented by specialists rather than in consultee engagement. Consultant practices that support ecological problem solving include: breaking down problematic language (e.g., Benn et al, 2008;Knotek, 2003aKnotek et al, 2003); incorporating ecological, contextually-relevant assessment practices and data (e.g., Hasselbusch & Penman, 2008); increasing structure to support sufficient problem definition clarity (e.g., Young & Gaughan, 2010); and seeking supervision feedback on communication skills and problem identification using audio-recorded sessions (e.g., Newman, 2012;Summers et al, 2007).…”