Gh. Noell et al., Do you see what I see? Teachers' and school psychologists' evaluations of naturally occurring consultation cases, J ED PSYC C, 10(2), 1999, pp. 107-128
Citations number
30
Categorie Soggetti
Psycology
Journal title
JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
Teachers and school psychologists participating in routine school-based, pr
oblem-solving consultation were surveyed regarding their perceptions of the
referral concern, intervention development process, intervention outcomes,
and their time investment. Respondents were surveyed using parallel forms
on matched cases to permit analysis of perceptual agreement. Respondents re
ported developing and implementing multicomponent interventions that were p
redominantly designed for elementary schoolboys. Referral concerns included
a range of problems that were rated by respondents as relatively severe. A
cross most of the items, school psychologists and teachers exhibited relati
vely high levels of agreement. The person to whom both the consultant and c
onsultee reported feeling most accountable for the effectiveness of the int
ervention was the classroom teacher (i.e., the consultee). Time investment
estimates indicated that consulting school psychologists may have been more
directly involved in implementing interventions than traditional definitio
ns of consultation would indicate.