| While consultation is among the most frequently identified professional activities performed by school psychologists, the research on school-based consultation is somewhat narrowly focused, with the bulk of that research on behavioral consultation. Research shows that behavioral consultation is, on average, an effective method of consultation; however, the methods applied may not be successful for everybody. Further examination of specific alternative interventions is warranted to assist those who are non-responsive to traditional, behavioral based consultation. The purpose of the present investigation was to systematically evaluate the effectiveness of traditional behavioral consultation (TBC) in comparison with a Rational Emotive Behavioral Consultation (REBC) approach with teachers of students demonstrating a behavioral problem. Two school psychologists consulted with two teachers from two different elementary schools (K-2) in Suffolk County, N.Y. Each school psychologist consulted with one teacher using TBC and the other teacher using REBC to implement interventions for children exhibiting hyperactive and aggressive behavior. Outcome assessment of consultation was based on weekly parent ratings of child behavior through the Youth Outcome Questionnaire (Y-OQ), as well as teacher ratings of the BASC-2 Hyperactivity and Aggression subscales. In addition, to examine the process of consultation, the Working Alliance Inventory (WAI), and the Intervention Rating Profile (IRP) were also completed on a weekly basis. While both approaches were successful, there were no significant differences between the TBC and REBC conditions; with the exception of the first hypothesis. REBC was found to be more effective than TBC in reducing symptoms of hyperactivity on the BASC. Discussion of the strengths and weaknesses of the study are presented and implications for the practice of school psychology are offered. |
