Feasibility and Integrity of a Parent–Teacher Consultation Intervention for ADHD Students

2008 ◽  
Vol 37 (3) ◽  
pp. 111-126 ◽  
Author(s):  
Desiree W. Murray ◽  
David Rabiner ◽  
Ann Schulte ◽  
Kristy Newitt
Keyword(s):  
Teacher Consultation ◽  
Consultation Intervention

Enhancing Young Children's Development through Teacher Consultation and Curriculum: Results from Three Studies

2008 ◽  
Author(s):  
Bridget Hamre ◽  
Stephanie M. Jones ◽  
Donna M. Bryant ◽  
Patricia Wesley ◽  
Andrew J. Mashburn ◽  
...  
Keyword(s):  
Teacher Consultation ◽  
Children's Development ◽  
Children’S Development

Teacher Consultation: Present, Past, and Future

1981 ◽  
Vol 6 (2) ◽  
pp. 73-77 ◽  
Author(s):  
M. Stephen Lilly ◽  
Louise B. Givens-Ogle
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Special Educators ◽  
Historical Overview ◽  
Teacher Consultation

An analysis of forces which have brought about increased emphasis on teacher consultation by special educators is presented. Consultation is defined, and a historical overview of teacher consultation activities in special education is provided. Finally, future issues in consultation are delineated with particular emphasis on needs in the areas of research and teacher education.

scholarly journals Child and adolescent mental health services liaison with Tier 1 services: a consultation exercise with school nurses

2000 ◽  
Vol 24 (12) ◽  
pp. 462-463 ◽  
Author(s):  
Greg Richardson ◽  
Ian Partridge
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Health Services ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Evidence Base ◽  
Audit Commission ◽  
Tier 1 ◽  
Tiered System ◽  
Consultation Intervention

Consultation with Tier 1 professionals is an integral part of comprehensive child and adolescent mental health services (CAMHS) (NHS Health Advisory Service, 1995; Audit Commission, 1999). Despite enthusiasm for consultative approaches and clearly described advantages (Steinberg, 1993), the evidence base for consultation work is thin. In schools, the consultation intervention has been found to be the least effective of four interventions (Kolvin et al, 1981). Consultation enables the development of an integrated tiered system, improves communication, provides a greater understanding of the roles of CAMHS by Tier 1 professionals and fosters more relevant referral patterns.

The Use of Rescaled Teacher Assessments in the Admission of Students to Tertiary Study

1977 ◽  
Vol 21 (3) ◽  
pp. 209-225 ◽  
Author(s):  
Barry McGaw
Keyword(s):  
Predictive Validity ◽  
Tertiary Institutions ◽  
Teacher Consultation ◽  
Scholastic Aptitude ◽  
Selection Indices ◽  
Teacher Assessments ◽  
Tertiary Study ◽  
Selection Of

This paper summarizes the results of a number of Queensland studies of selection of students for admission to tertiary institutions. Data presented allow a comparison of external public examinations, school assessments moderated through a process of teacher consultation, and school assessments moderated by rescaling against a measure of scholastic aptitude in terms of their use as a basis for such selection. The value of each approach for students and tertiary institutions is considered and appropriate selection indices for each are described. Evidence of the validity of the scholastic aptitude measure for the rescaling task and of the predictive validity of all the different selection indices is provided. This evidence suggests that statistically rescaled teacher assessments predict tertiary success as effectively as external examinations.

Redefining “Prereferral” Intervention as Intervention Assistance: Collaboration between General and Special Education

1989 ◽  
Vol 56 (3) ◽  
pp. 227-231 ◽  
Author(s):  
Janet L. Graden
Keyword(s):  
Special Education ◽  
General Educators ◽  
Classroom Teachers ◽  
Prereferral Intervention ◽  
Collaborative Consultation ◽  
Alternative Intervention ◽  
Full Participation ◽  
Consultation Intervention

The article by Pugach and Johnson raises some important points relative to assumptions of prereferral intervention approaches, including the importance of full participation and ownership by classroom teachers. At the same time, their arguments are flawed by a misunderstanding of some of the conceptual underpinnings of prereferral, intervention. These concepts, such as intervention assistance and “alternative” intervention, actually are founded in collaborative consultation. Intervention assistance approaches will be most effective when special and general educators work together, not to the exclusion of either group.

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