Collaborative versus directive/prescriptive/expert school-based consultation: Reviewing and resolving a false dichotomy

The collaboration "debate" in the school-based consultation literature is d iscussed in detail. Early research and theory supporting collaborative appr oaches are reviewed, followed by a summation and reinterpretation of three seminal microanalyses of consultation that appeared to argue against collab oration (i.e., Erchul, 1987; Erchul & Chewning, 1990; Witt, Erchul, McKee, Pardue, & Wickstrom, 1991). Subsequent studies examining the verbal behavio rs of consultants and consultees are discussed within the context of the co llaboration "debate," and empirical findings spanning the extant literature are synthesized to highlight the consistencies that have emerged from this body of work. Finally, a rapprochement is suggested that is intended to (a ) disentangle the false "collaborative-directive/prescriptive/ expert" dich otomy that has appeared in prior analyses and (b) provide direction for fut ure research and practice. (C) 1999 Society for the Study of School Psychol ogy. Published by Elsevier Science Ltd.