WHATS BEHAVIORAL ABOUT BEHAVIORAL CONSULTATION

In this article, we provide a brief review and a critique of behaviora l consultation (BC; Bergan & Kratochwill, 1990). Specifically, the pro cedures utilized within BC for assessment of the problem, development of an intervention, implementation of the intervention, and plan evalu ation are overly reliant on indirect methods of behavior assessment an d behavior change. Furthermore, there is no conclusive evidence that t alking with teachers, using the methods advocated in BC, leads to chan ges in teacher behavior that in turn are linked to changes in child be havior. A behavior analytic model for development and implementation o f interventions in the classroom is contrasted with BC. Finally, probl ems associated with other models of consultation are discussed.