The Process of Fostering Consultee Development During Instructional Consultation

Knotek, Steven E.; Rosenfield, Sylvia; Gravois, Todd A.; Babinski, Leslie M.

doi:10.1080/10474412.2003.9669491

Cited by 21 publications

(19 citation statements)

References 10 publications

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“…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, ). That is, how problems are described and discussed during PID/PA affects how they are eventually defined and approached.…”

Section: Language Analysis In Consultationmentioning

confidence: 99%

Language in Consultation: The Effect of Affect and Verb Tense

Newman

Guiney

Barrett³

2017

Psychology in the Schools

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This study was an exploration of school consultation interactions between instructional consultants and consultees. Of specific interest was how consultants (n = 18) and consultees (n = 18) used verb tense and emotion words during the problem identification and analysis instructional consultation stage, similarities and differences in communication patterns, and whether verb tense and emotion words were related to perceptions of collaboration, consultee outcomes, or client outcomes. Data provided mixed support for study hypotheses. Among the findings, consultants' past tense verb use negatively correlated with the consultation relationship (r = −.62, p = .01), consultees' present tense use correlated with better consultee outcomes (r = .49, p = .05), and positive emotion word use by consultees was correlated with better consultee outcomes (r = .54, p = .05). Implications of these and other findings are explored in the context of interpersonal communication during school consultation. C 2017 Wiley Periodicals, Inc.In schools, consultation is a form of indirect educational and mental health service delivery involving a professional with specialized knowledge and skills (i.e., a consultant) working with a staff member or parent (i.e., a consultee) to support client (i.e., student) needs (Erchul & Sheridan, 2014). Communication interactions are at the heart of consultation, forming interpersonal bridges between consultants and consultees and mediating consultation outcomes. A long history of published research on relational communication in behavioral consultation (BC) has demonstrated that interpersonal interactions/communication make meaningful differences in collaborative problem solving (Erchul, Grissom, Getty, & Bennett, 2014). However, this body of research is limited due to its focus primarily on a single consultation model and a narrow area of interpersonal communication . This exploratory study is an attempt to extend the consultation communication research base by investigating an instructional consultation (IC) approach instead of BC, measuring new dimensions of communication (i.e., affective language and verb tense), and applying an innovative computational linguistics approach, Linguistic Inquiry and Word Count (LIWC) analysis.The study follows up on previous research by Newman, Guiney, and Barrett (2015), which found pronoun usage to be a meaningful factor in school consultation interactions. In the current study, independent variables of interest included consultant and consultee verb tense and emotion words, both of which have been demonstrated to be significant units of analysis in social psychology and communication research (Tausczik & Pennebaker, 2010), but have not yet been extensively investigated in school psychology. Dependent variables of interest included consultation outcomes for consultees (teachers) and clients (students), as well as collaboration in the consultation relationship. Language Analysis in ConsultationRelational communication refers to one speaker's position (e.g., control/sub...

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Section: Language Analysis In Consultationmentioning

confidence: 99%

Language in Consultation: The Effect of Affect and Verb Tense

Newman

Guiney

Barrett³

2017

Psychology in the Schools

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“…The instructional consultation model was developed from social development theory (Vygotsky, 1962(Vygotsky, , 1978. Social development theory considers the context when examining student behavior or learning, as well as the development of the student within that context (Knotek, Rosenfield, Gravois, & Babinski, 2003). Within the instructional consutlation model, the student is viewed as the unit of analysis and problem-solving revolves the environment and instruction surrounding the student (Rosenfield, Gravois, & Silva, 2014).…”

Section: Instructional Consultationmentioning

confidence: 99%

Effects of Consultation on Professional Learning Communities

Preast

Burns

2018

Journal of Educational and Psychological Consultation

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advocacy into research and I am a better School Psychologist because of you. I also want to extend my thanks to Dr. Chad Rose, Dissertation Committee Member, for your trust and support through my doctoral experience. Thank you to my fellow graduate student and project right-hand woman, Lisa Aguilar. There is no way this project would have been executed as it was without your help and the time you dedicated. And thank you to my project observers and fellow graduate students, Crystal Taylor, Helen Young, Katie Eiben, and Karen Keltner. Last but not least, I want to thank my incredible support system outside of Mizzou. To my mother, you taught me to question everything and never stand for the mistreatment of others. You created a culture of advocacy in our home that has fueled my career and I have full intentions of following in your footsteps throughout the rest of my life. To my father, you have given me more gifts than you could ever know. You taught me how to work hard to earn respect and recognition. You have been my rock during this journey and I could not have accomplished this without you. To my brother, extended family, and friends, I am incredibly lucky to have so many people who have loved and supported me through my prolonged status as a professional student. You have provided guidance, respite, meals, and so many other things for which I am so grateful. Thank you to my Southbrook family for giving this NC girl a home and a family away from home. And a last thank you so my spotted spaniels. You provided the cuddles I needed after hard days, walks to clear my head, and necessary breaks to keep my sanity. iii

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“…Throughout the consultation, time is needed if consultee learning is to be a consultation priority (e.g., Babinski & Rogers, 1998;Knotek, Rosenfield, Gravois, & Babinski, 2003;Massé, Couture, Levesque, & Bégin, 2013;. These derivatives of time -developing relationships and multi-directional learning -are recognized hallmarks of CCC (Lambert, 2004;Meyers, 1973).…”

Section: Theme 1: System-level Factors Matter For How Consultation Prmentioning

confidence: 99%

“…Consultants, whether internal or external to the system, may be perceived as outsiders rather than collaborative partners. This was coded in the present study as the "expert problem" because consultants in a number of studies felt that being perceived as experts limited their capacity to prioritize indirect services and was potentially detrimental to collaboration (e.g., Al Otaiba et al, 2008l;Babinski & Rogers, 1998;Hasselbusch & Penman, 2008;Henning-Stout & Bonner, 1996;Knotek et al, 2003).…”

Section: Theme 1: System-level Factors Matter For How Consultation Prmentioning

confidence: 99%

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

Newman

McKenney

Silva

et al. 2016

Journal of Educational and Psychological Consultation

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Qualitative metasynthesis (QM) is a research methodology that permits the meaningful integration and interpretation of qualitative research. This study applies a QM approach combined with constructivist grounded theory methods, bolstered by several features of research credibility, to examine the state of consulteecentered consultation (CCC) and related relational, process-oriented school consultation research. A systematic search and retrieval process including two rounds of appraisal resulted in a final sample of 38 relevant studies from 1995 to 2014. Data analyses included two stages of coding/theme development. Integrated themes suggest a number of considerations regarding consultation implementation including: system-level factors; consultation structure; consultee voice, socialemotional support and learning; ecological orientation and cultural responsiveness; and consultation training. Future research priorities stemming from these themes are identified and elaborated upon, as are future applications for QM in educational research.

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The Process of Fostering Consultee Development During Instructional Consultation

Cited by 21 publications

References 10 publications

Language in Consultation: The Effect of Affect and Verb Tense

Language in Consultation: The Effect of Affect and Verb Tense

Effects of Consultation on Professional Learning Communities

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

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