Teacher expectations on the directiveness continuum in consultation

Abstract

The study investigated the consultation approaches of collaborative-directive and collaborativenondirective and the influence of teacher expectations for consultation on their ratings of consultation success. Teachers viewed videotaped consultation sessions of a collaborative-directive or collaborative-nondirective consultation session that either matched or mismatched their expectations. The study found significantly higher ratings for the consultants and interventions when the collaborative-directive approach was used. In addition, teachers in conditions that matched their expectations for consultation rated consultants and interventions significantly higher than did teachers in mismatched conditions. The importance of this line of research lies in its practical application, allowing practitioners of consultation and trainers of school psychologists greater knowledge in selection of the appropriate consultation approach to maximize perceived consultant effectiveness and intervention acceptability. C 2009 Wiley Periodicals, Inc.Researchers in the area of school-based consultation have attempted to determine the most effective approach for consultation success. Although the collaborative-directive and collaborativenondirective approaches to consultation were introduced by Gutkin (1999), few published studies have addressed this new conceptualization of consultation (which may reflect a change in published literature toward problem-specific consultation [e.g., for students with Attention-Deficit/ Hyperactivity Disorder {ADHD} or grief issues] and away from approach-oriented research). Additionally, the school-based consultation literature identifies teacher expectations for consultation as key to consultation success. The current research investigated whether teacher expectations for consultation more closely align with the collaborative-directive or the collaborative-nondirective approach to consultation and examined the impact of matching or mismatching teachers' expectations for consultation on their subsequent ratings of consultant effectiveness and intervention acceptability. Collaborative and Expert ApproachesMuch of the present literature in the area of school-based consultation has focused on determining the most effective approach for school psychologists to use when consulting with teachers regarding academic, behavioral, and social-emotional behavior. However, the empirical focus on collaborative and expert approaches to consultation has dominated the consultation process literature. Thus, an academic debate has emerged between the collaborative and expert camps with proponents of each touting empirical evidence interpreted as supporting their respective approaches.The collaborative approach is generally believed to include the consultee in determining the content and process of consultation to a greater extent than other approaches. The psychologist offers a forum for processing the consultee's ideas without becoming directive. With the assistance of the consultant, the consultee identifies the issue t...

Effects of Team-Initiated Problem Solving on Decision Making by Schoolwide Behavior Support Teams

“…This continuing expectation as well as their typically central role on collaborative teams and the pervasive use of these teams creates a powerful need for continuing documentation of professional practice related to school-based decision making and how to improve it (Tysinger et al, 2009;Ysseldyke et al, 2009). We provide here the first example we have found of Effect of TIPS Training 55 direct observation data used in an experimental design to assess the specific practices of school team problem solving.…”

“…An impressive literature exists with guidance and recommendations about the need for and the process of team-based problem solving (Bransford & Stein, 1984;Caroll & Johnson, 1990;D'Zurilla, Nezu, & Maydeu-Olivares, 2004;Gilbert, 1978;Huber, 1980;Jorgensen, Scheier, & Fautsko, 1981;Tropman, 1996;Tysinger, Tysinger, & Diamanduros, 2009;Ysseldyke et al, 2006). In addition, detailed recommendations are available for how data may be used to improve team-based problem solving (Alonzo, Ketterlin-Geller, & Tindal, 2007;Deno, 1985Deno, , 1989Deno, , 2005White, 1985).…”

Evaluating Factors that Influence Treatment Integrity During Peer Consultation

“…Some, but not all, of these include: (a) consultant leadership style (Kelleher, Riley-Tillman, & Power, 2008;Tysinger, Tysinger, & Diamanduros, 2009), (b) consultee and consultant skill level (Gettinger, Stoiber, & Koscik, 2008;Lewis & Newcomer, 2002;Sterling-Turner, Watson, & Moore, 2002;Wilkinson, 2003), (c) social power strategies (Getty & Erchul, 2009;Wilson, Erchul, & Raven, 2008), (d) acceptability of treatment plans (Chitiyo & Wheeler, 2009;Kelleher, et al, 2008;Noell et al, 2005;Sanetti & Kratochwill, 2008;Segool, et al, 2007;Tysinger, et al, 2009;Wilkinson, 2003), (e) time of consultant and teacher to implement the intervention (Gansle & Noell, 2008;Gonzalez, Nelson, Gutkin, & Shwery, 2004;Lane, et al, 2004;Sanetti & Kratochwill, 2008), and (f) training provided to consultee (Sanetti & Kratochwill, 2008;Sterling-Turner et al, 2002). When treatment integrity is not assessed during the consultation process, behavior change cannot be fully attributed to the effectiveness of the treatment plan (Lane et al, 2004).…”

“…The type of leadership style a consultant uses during consultation can influence how the relationship develops during the behavioral consultation process (Kelleher, et al, 2008;Tysinger et al, 2009). Kelleher et al (2008) explored the use of partnership-based and expert-driven consultation styles and the overall success of treatment plans each model produced.…”

“…When consultees are included in the development of treatment plans, a positive effect on treatment integrity has been demonstrated (Kelleher, et al, 2008). Tysinger et al (2009) nature and included input from the consultee in the process. However, a consultant who allowed input from the consultee, but who also displayed expert knowledge through a directive approach was preferred in this study.…”