Collaborative Consultation in the Schools - Softcover

Kampwirth, Thomas J.

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9780131178106: Collaborative Consultation in the Schools

Softcover

ISBN 10: 0131178105 ISBN 13: 9780131178106

Publisher: Pearson, 2005

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For courses in Collaboration, Consultation, School Psychology and Counseling.

The third edition of Collaborative Consultation in the Schools is the only text to explain how to teach students and practitioners working with their students and service providers to advocate for students with learning and behavioral problems. This edition focuses more on the SOCS model (Solutions-Oriented Consultation Model), a widely used research-based collaboration model. In addition, margin notes incorporate the 10-step SOCS model. Finally, the book continues its success of providing activities and examples for students and practitioners to practice effective and collaborative school consultation in various educational environments.

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From the Back Cover:

How does a school consultant successfully and effectively work with the greater school community, including students, teachers, administrators, professionals, and families? Collaborative Consultation in the Schools is simply the only text in the field to clearly, systematically, and definitely provide the skills for future and current practitioners alike to achieve successful collaboration. Packed with helpful exercises, case studies, and graphics, this text covers the most important and the most current issues for school consultants with in-depth research and study results.

New to this Edition:

An emphasis on collaborative consultation within a Response-to-Intervention model allows readers to become familiar with the major educational reform initiative that has significant implications for school-based consultation, including systems-change.
Discussion of intervention integrity (Chapter 3) teaches readers how to encourage and measure intervention integrity, an emerging critical issue in contemporary school consulting.
Additional case studies allow the reader to examine and produce graphs, practice data-based decision making, and to test their ethical problem-solving skills at the end of each chapter.
A list of online resources directs the reader to websites that describe quality, empirically supported interventions as well as interactive programs that promote student learning.
A greater focus on technology in school consulting issues, such as social networking sites and phone applications, keeps students up-to-date on the latest changes in the field as they relate to the growing use of computers, mobile phones, and other innovations.
Added material on transition planning for youth with disabilities emphasizes students about this collaborative process that requires consultation with school staff, families and the individual student.

About the Author:

Thomas Kampwirth is professor emeritus in the Department of Education4l Psychology, Administration, and Counseling at California State University-Long Beach. He has taught in the areas of special education and school psychology since 1971. He was coordinator of the school psychology program at CSULB for 25 years. He is a consulting school psychologist for the alternative and correctional educational system operated by the Orange County Department of Education in California.

He has served as a special education teacher and a school psychologist in numerous districts in Illinois, Arizona, and California. His research interests include aptitude-treatment interactions and consultation processes. Dr. Kampwirth received his doctorate in school psychology from the University of Illinois in 1968.

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