Reactions to school consultation: Some considerations from a problem-solving perspective.

Abstract

This reaction to Pryzwansky's research on problem solving in consultation presents several issues. The research is critiqued and contributions to the literature are highlighted. Major issues discussed in this reaction include some potential differences between "expert" problem solving in the sciences and collaborative problem solving in school consultation.

Evaluating the Readiness of Pre-Referral Intervention Teams for Use in a Problem Solving Model.

“…Several scholars indicated that collaborative problem solving is the construct upon which the PIT process is based (Fuchs et al, 1990; Graden, 1989; Graden, Casey, & Christenson, 1985; Phillips & McCullough, 1990; Rosenfield & Gravois, 1996). Collaborative problem solving was defined as a systematic approach with which a problem is conceptualized and identified, factors that contribute to the problem are analyzed, interventions are designed, and strategies are implemented and evaluated (Allen & Graden, 2002).…”

“…PITs have been given many different names including Intervention Assistance Team (IAT; Graden, 1989), Pre-referral Intervention Teams (PIT; Graden, Casey, & Bonstrom, 1985); Student Assistance Teams (SAT; House & Mclnerney, 1996), Child Study Teams (CST; Moore, Fifield, Spira, & Scarlato, 1989); Teacher Assistance Teams (TAT; Chalfant, Pysh, & Moultrie, 1979), Mainstream Assistance Teams (MAT; Fuchs, Fuchs, & Bahr, 1990), Instructional Consultation Teams (ICT; Rosenfield & Gravois, 1996), and Instructional Support Teams (1ST; Kovaleski, Tucker, & Duffy, 1995). Although differences exist among these various models, they all fit the general definition of a multidisciplinary team that develops interventions to meet the needs of students in general education, and most PIT approaches fall into one of five primary models including TAT, IAT, MAT, ICT, and 1ST (Burns & Symington, 2002).…”

A social psychologist's perspective on school psychology reform.

“…Finally, effective solutions would be examined in terms of their generalizability to other students, problems, and situations, to establish a knowledge base upon which to build further research and practice. Such an approach does not deny that the answers are complex or that there is more than one valid way to define and resolve the same problem (Graden, 1989). In the experimenting society envisioned by Campbell, a number of innovations dealing with the same issues would be undertaken concurrently.…”