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Consultation in Public School Settings

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Handbook of Crisis Intervention and Developmental Disabilities

Part of the book series: Issues in Clinical Child Psychology ((ICCP))

Abstract

Educational mandates that attempt to advance the equity and quality of services to individuals with disabilities have facilitated consultation as a stand-alone service available to educators in public schools. Behavioral consultation that relies on the principles of behavior analysis is one of the most common approaches to consultation and has been shown to produce positive outcomes in both case studies and experimental investigations. The purpose of this chapter is to describe the features of public school behavioral consultation and the assessment and intervention activities commonly addressed during consultation. This chapter concludes with a discussion of decisions concerning the transition of a student in crisis to a more restrictive service-delivery model.

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Authors and Affiliations

  1. Department of Applied Behavioral Science, University of Kansas, 4001 Dole Human Development Center, 1000 Sunnyside Avenue, Lawrence, KS, 66045-7555, USA

    Florence D. DiGennaro Reed & Sarah R. Jenkins

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  1. Florence D. DiGennaro Reed
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  2. Sarah R. Jenkins
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Correspondence to Florence D. DiGennaro Reed .

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Editors and Affiliations

  1. , Dept. Applied Behavioral Science, University of Kansas, Sunnyside Avenue 1000, Lawrence, 66045, Kansas, USA

    Derek D. Reed

  2. , Dept. Applied Behavioral Science, University of Kansas, Sunnyside Avenue 1000, Lawrence, 66044, Kansas, USA

    Florence D. DiGennaro Reed

  3. May Institute, Pacella Park Drive 41, Randolph, 02368, Massachusetts, USA

    James K. Luiselli

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DiGennaro Reed, F.D., Jenkins, S.R. (2013). Consultation in Public School Settings. In: Reed, D., DiGennaro Reed, F., Luiselli, J. (eds) Handbook of Crisis Intervention and Developmental Disabilities. Issues in Clinical Child Psychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-6531-7_18

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