| Abstract: | Presents an alternative model for delivering school consultative service. School psychologists provide consultative training and support to teacher consultants, who then become consultants to their teaching colleagues. All respondent groups perceived the knowledge base of teacher consultants favorably, particularly in areas of children's social–emotional functioning, special education placement guidelines, community resources, and consultative skills. Although consumers had a preference for indirect services, they also desired greater involvement of teacher consultants in direct intervention activities outside the classroom. Overall ratings of teacher consultants' skills and the program were high. Potential advantages of this model are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
