A Conceptual Model for the Expansion of Behavioral Consultation Training

Abstract

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entrylsystems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.Consultation and other forms of interdisciplinary collaborative problem solving have been espoused by many as the foundations for a range of alternative services designed to enhance general educational experiences (Curtis & Meyers, 1988;Phillips & McCullough, 1990;Zins, Curtis, Graden, & Ponti, 1988). In a generic sense, consultation is defined as an indirect form of service delivery, in which a consultant and consultee work cooperatively to identify, evaluate, and remediate difficulties in a client. Of the several models of consultation (e.g., mentalRequests for reprints should be sent to Susan M. Sheridan, Department of Educational Psychology, 327 Milton Bennion Hall, University of Utah, Salt Lake City, UT 84112. 194SHERIDAN ET AL. health, behavioral, organizational, process, clinical, collaborative), the majority of research has been conducted with behavioral consultation (Alpert & Yammer, 1983), and there is increasing empirical support for behavioral consultation as an effective model of service delivery in school settings (e.g., Kratochwill, Sheridan, Carrington Rotto, & Salmon, in press; Pray, Kramer, & Lindskog, 1986;Sheridan, Kratochwill, & Elliott, 1990).In the last 10 years, consultation has gained increased attention among school personnel. For example, practicing school psychologists have reported that consultation generally has been a high priority in their delivery of services (Smith, 1984). However, although many practitioners have received didactic training, very few training programs provide a field practicum or other supervised experience in consultation (Meyers, Wurtz, & Flanagan, 1981). A similar trend is apparent in other areas of education, including special education, educational administration, and teacher training programs (Idol & West, 1987). Thus, there is a recognized need in graduate programs to prepare students formally in the principles and procedures of school-based consultation.A number of important consultant competencies have been identified in the consultation literature. West and Cannon (1988) surveyed 100 "experts" in consultation to identify essential consultation competencies for regular and special educators. Using a Delphi technique, 47 competencies in eight categories were deemed essential to the consultation process. Specifically, skills in five broad areas received the highest ratings from the majority of panel membe...

The Effects of Conjoint Behavioral Consultation Results of a 4-Year Investigation

“…A structured supervision model developed initially by Sheridan, Salmon, Kratochwill, and Carrington Rotto (1992) was used. Supervision of each interview was conducted by the fi rst author or by advanced graduate students previously trained and experienced in providing CBC services.…”

Assessing the social context in initial conjoint behavioral consultation interviews: An exploratory analysis investigating processes and outcomes.

“…Consultation training followed a model described by Sheridan et al (1992), involving a series of advanced consultation seminars, role plays, and fi eld-based practice with direct supervision. All consultants demonstrated mastery of CBC objectives equaling or exceeding 85% of the objectives before beginning fi eld-based cases (assessed by supervisors and independent observers using structured CBC objective checklists; see Sheridan et al, 2001).…”

“…The type of consultation used in this study was CBC, an extension of behavioral consultation where parents and teachers are brought together to address concerns about a child, with the assistance of a consultant (Sheridan, Salmon, Kratochwill, & Carrington Rotto, 1992). Content goals of CBC include defi ning and addressing target behavioral, social, or academic concerns.…”

Perceptions of helpfulness in conjoint behavioral consultation: Congruence and agreement between teachers and parents.

“…Consultation training followed a model described by Sheridan, Salmon, Kratochwill, and Carrington Rotto (1992), involving a series of advanced consulta tion seminars, role plays, and fi eld-based practice with direct supervision. All consultants demonstrated mastery of CBC objectives equaling or exceeding 85% prior to beginning fi eld-based cases (assessed by supervisors and independent observers using structured CBC objective checklists; see Sheridan, Eagle et al, 2001).…”