Abstract
Overview: Effective consultation requires attention to many factors outside the immediate consultant–teacher interaction. Chapter 4 reviews influences on the consultation and coaching processes and identifies outcomes to consider. Consultant factor and teacher factors are described, as well as parent and student factors.
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References
Brown, D., Pryzwansky, W. B., & Schulte, A. C. (2006). Psychological consultation and collaboration: introduction to theory and practice (6th ed.). Boston, MA: Pearson.
Ruble, L. A., McGrew, J., Dalrymple, N., & Jung, L. A. (2010). Examining the quality of IEPs for young children with autism. Journal of Autism and Developmental Disorders, 40(12), 1459–14570.
Sparks, G. M. (1988). Teachers’ attitudes toward change and subsequent improvements in classroom teaching [Reports-Research]. Journal of Educational Psychology, 80(1), 111–117.
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Ruble, L.A., Dalrymple, N.J., McGrew, J.H. (2012). Other Considerations for the Consultant. In: Collaborative Model for Promoting Competence and Success for Students with ASD. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-2332-4_4
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DOI: https://doi.org/10.1007/978-1-4614-2332-4_4
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