Relations Between Consultant Characteristics and Measures of Consultation Quality and Outcome

The purpose of this study was to explore school-based consultation effectiveness (as perceived by classroom teachers) and important indices of consultation quality and student outcome. Specifically, the research explored 1) important characteristics of school-based consultants using the Consultant Effectiveness Scale (CES), 2) the relations between quality of the consultation process and student outcome, and 3) the measurement similarities between the CES and the measure of consultation process quality. Questionnaires were completed by 85 teachers working in grades K-12 in a suburban area of Chicago. To participate, teachers must have engaged in a consultative relationship within the past 12 months. Consultants characteristics perceived by teachers as most effective are identified and discussed. Some indices of quality were found to be more important in effecting child outcome than others. This finding, which partially supports and contradicts previous literature, is detailed. Finally, positive relations were found between the CES and the measure of consultation quality, which may significantly contribute to existing CES research. Implications of these findings for school psychologists are provided in depth. The researcher also suggests ways in which the information may be used to improve consultative relationships with teachers and thereby, services to children