THE INTERACTION BETWEEN TYPE OF BEHAVIOR PROBLEM AND TYPE OF CONSULTANT - TEACHERS PREFERENCES FUR PROFESSIONAL ASSISTANCE

In this study, 122 teachers responded to a survey regarding the type o f classroom behavior problems for which they would be most likely to s eek assistance from another school professional (consultant) and the e ffectiveness of different school-based consultants. Results indicated that teachers are most likely to seek assistance outside the classroom for aggressive behavior problems and are most likely to handle inatte ntiveness, disruptive (but not aggressive) behaviors, and excessive ta lking on their own. Overall, teachers indicated only a moderate level of effectiveness for all types of consultants. Handling the problem in the classroom without assistance from a consultant had a higher mean effectiveness rating than consulting with various professionals. Teach ers also responded to open-ended questions addressing behaviors contri buting to effective consultation and behaviors leading to ineffective consultation. Implications of these results are discussed with respect to consulting in the school system.