The history of scatter analysis on the WISC-R and the SBIS is reviewed. Evidence is presented that indicates that the practice of scatter analysis has yielded little of significance. Even in its most benign form, scatter analysis has the potential for doing more harm than good. Scatter analysis on the WISC-R, the SBIS, and similar tests is argued to be an exhausted research area, with little hope offered that any subsequent research efforts will prove beneficial.

This study investigated the impact of behavioral consultation prereferral intervention services on patterns of school psychology service delivery. Data from 2 years prior to initiation were compared with data from 4 years during implementation of a prereferral model. Analyses indicated that during the time period consultative prereferral intervention services were offered: (a) more children were served by school psychologists, (b) a higher proportion of referred children achieved their educational objectives in regular classrooms, (c) a lower proportion of referred children were tested for special education services, and (d) a higher proportion of children tested were found eligible for special education programs' services. Implications for patterns of school psychological service delivery are discussed.School psychologists' dissatisfaction with their traditional psychometric roles (e.g., National Inservice Training Network, 1984) and the quality of services provided to special needs children (see Kavale & Glass, 1984, for a meta-analysis of special education efficacy) have lead many to suggest that intensive analyses and modifications of current service delivery approaches should be a central agenda for the profession (Conoley & Gutkin, 1986b;Elliott & Witt, 1986). Models using indirect/consultative service approaches have been widely viewed as being among those with the greatest possibilities for realizing the full potential of school psychological services (Conoley, 1986;Conoley & Gutkin, 1986a;Gutkin & Curtis, 1982).One of the principle obstructions to a more complete implementation of school-based consultation services has been the perception that such services are incompatible with the assessment role of school psychologists and the demands of PL 94-142 (Education for All Handicapped Children Act, 1975). Although several authors have argued to the contrary (e.g., Gibbins, 1978), the consultative function has remained more of an ideal than a reality for most school psychologists (

We sought to demonstrate the procedural divergence of consultation and counseling techniques by analyzing the verbal behaviors of consultants and counselors. Sixty graduate students served as subjects. Half of them had been trained as counselors, and the other half had been trained in consultation. The two groups were matched for age, sex, and extent of training. Audiotapes and transcripts of consultation and counseling sessions were obtained for each subject and coded via the Counselor Verbal Behavior Analysis (CVBA) system. Results indicated that the consultants used a greater number of more restrictive verbalizations (p < .05) and that women used a greater number of less restrictive verbalizations {p < .05). These data were interpreted as supporting a procedural difference in the two models. Implications are discussed.

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