Behavioral Consultation in Schools

Aaron J. Fischer, PhD, BCBA-D

University of Utah
Overview
• Identify an evidence-based model for consultation with teachers
and school staff (consultees)
• Identify the interpersonal skills required to establish rapport with
consultees (i.e., establish consultant as a reinforcer
• Develop fundamental skills to effectively consult with teachers
• Review applications of consultation with schools at the system and
student level
Consultation Framework
Behavior Analyst
(Consultant)
• Indirect service provision
• Triadic in nature
• Collaborative

Teacher/Parent Student
(Consultee) (Client)
Characteristics of Consultation

Special Education Services Provided

Special Education: Tiers 1-3+

Tier 3: Tertiary Prevention (Individualized)

Tier 2: Secondary Prevention (Targeted)

Tier 1: Primary Prevention (Universal)

Renshaw & O’Malley, 2015

Characteristics of Consultation

• Consultant-Consultee Relationship
• Voluntary
• Collaborative Directiveness
• Respectful
• Consultee and client-driven
Why Consultative Services?
What Consultants Want
• To be liked by consultees
• To have recommendations followed
precisely
• Improve student outcomes
• To be considered a success by the
people who they serve
What Teachers Want
• To vent about the problem
• To make the problem go away
• Improve student outcomes
• To be respected as the “local expert”
Problem-Solving Consultation
 Problem-Solving Consultation

Rapport Building

Problem
Identification

Problem Analysis

Treatment Plan
Implementation
Problem
Evaluation

Frank & Kratochwill, 2014

 Problem-Solving Consultation

Stage 1: Rapport Building

• Intervention Philosophy
• Previous Experiences with Consultation
• Diversity and Cultural Values
• Interpersonal skills
• Gain consensus

Frank & Kratochwill, 2014

 Problem-Solving Consultation

Stage 2: Problem Identification

• Define problem
• Tentative identification of antecedents, consequences and setting
• Describe magnitude and frequency of behavior
• Set goals
• Develop plan for baseline and Ax

Frank & Kratochwill, 2014

 Problem-Solving Consultation

Stage 3: Problem Analysis

• Record review
• Teacher & student observations
• ABC charts
• Assessment informed interventions

• Acceptability

• Implementation barriers

Frank & Kratochwill, 2014

 Problem-Solving Consultation

Stage 4: Plan Implementation

• Prepare written procedures
• Teach procedures using behavioral skills training
• Tell-Show-Do
• Collect teacher and student data

• Be available on the first day on

implementation

• Performance feedback

Frank & Kratochwill, 2014

 Problem-Solving Consultation

Stage 5: Problem Evaluation

• Data-based evaluation
• Generalization and maintenance planning
• Follow-up measurement

Frank & Kratochwill, 2014

Engaging in Effective Consultation
Factors Predicting Consultation Success

• Consultant competence and experience

• Technical knowledge
• Prior consultation
• Ability to perform in environments with lack of control
Factors Predicting Consultation Success

Interpersonal Skills
• Jargon vs Approachable Language
• Conflict resolution skills
• Mastery of social influence
• Likability
Factors Predicting Consultation Success

Consultant Management Skills

• Maintaining a Consultation Schedule
• Documentation and Record Keeping
When Does Consultation Fail?

• Lack of Rapport
• Inconsistent Implementation
• Authoritarian Style
• Inability to Adapt
• Patronizing
 Problem-Solving Consultation Checklist

Summary of Consultation Steps

• Set objectives for consultative services & build rapport with consultees
• Agree on expectations for all individuals involved
• Establish consultation schedule: meetings, observations (teachers and staff)
• Agree on goals for the student and teacher, which are data-based
• Prepare written documents: intervention plans, data sheets, session notes, social validity questionnaire,
invoice for services

• Focus on three outcome areas:

(1) Action Items: what are consultees expected to do?
(2) Observation and Measurement: can you confirm consultee treatment integrity?
(3) Performance Feedback: deliver reinforcement and constructive comments
• Self-Assessment of consultation: skills, communication, interpersonal style, outcomes
Consultation Applications
What Services?

Tier 1: Universal Supports

• School-wide Positive Behavioral Supports
• Classroom Behavior Management
• Professional Development
• Systems Level Behavior Change
What Services?

Tier 2: Targeted Interventions

• Check In/Check Out
• Self-Monitoring
• Contingent Breaks
What Services?

Tier 3: Individualized Interventions

• Functional Behavior Assessment
• Function-Based Behavior Support Plan
What Services?

Special Education
Special Education
• Ensuring Tiers 1-3 are in place
• Programming for students with autism
spectrum disorder and other disabilities
• Teacher and Paraprofessional training
Practice Considerations for Consultation

• Take active steps to build rapport

• Practice within areas of competency
• Seek collaboration in schools
• Ongoing Professional Development
• Conferences
• Articles
• Self-Assessment