Variables that distinguish elementary teachers who participate in school-based consultation from those who do not.

Examined variables that distinguished elementary teachers who participated in consultation from those who did not. 352 female elementary teachers completed questionnaires: 186 of the Ss reported they had participated in consultation with a school psychologist, and 166 reported that they had not. A stepwise discriminant function analysis using 8 teacher response variables found 5 variables that significantly distinguished the 2 groups: school psychologist offering help, teachers' scores on the Problem Solving Inventory, perceptions of psychologist training in problem solving, years of teaching experience, and perceptions that a school psychologist's training is different from that of a teacher's. Suggestions are offered to school psychologists for increasing teacher requests for consultation services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)