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Is Consultation Effective?

A Review of Outcome Research

Susan M. Sheridan, PhD, is an associate professor of educational (school) psychology at the University of Utah. Her primary research interests are in the areas of consultation with parents and teachers (conjoint behavioral consultation), home-school partnerships, and social skills interventions.

Marshall Welch

Marshall Welch, PhD, is an associate professor of special education at the University of Utah. His research and teaching interests are in the areas of collaborative teaming and partnerships, and learning strategies.

Scott F. Orme

Scott F. Orme, MS, is a school psychology doctoral candidate at the University of Utah. He has completed internships in psychiatric and public school settings. His research interests are in the areas of traumatic head injuries in children and adolescents, and consultation. Address: Susan M. Sheridan, Department of Educational Psychology, 327 Milton Bennion Hall, University of Utah, Salt Lake City, UT 84112.

This review summarizes the findings of consultation and teaming research from 1985 to 1995. It analyzes and critiques various methodological FEATURES OF THE research and draws conclusions regarding the current state of consultation and teaming outcome studies. specific questions addressed in this review include (a) how much empirically based outcome research has been conducted since 1985, (b) what the common methodological features incorporated into the current consultation research are, and (c) what conclusions regarding the current status of outcome research in consultation can be drawn. behavioral consultation studies were most prevalent (compared to mental health consultation, organizational development consultation, teaming, and other models). nearly three-fourths of all studies reported some positive outcomes. Methodological advances have been made in some areas, such as the use of experimental designs, multiple outcome measures, assessment of acceptability, and attention to social validity. however, the majority of these advances are incorporated primarily into the behavioral consultation research, not into studies investigating other consultation approaches. practice implications and a research agenda are offered based on the results of this review.

Remedial and Special Education, Vol. 17, No. 6, 341-354 (1996)
DOI: 10.1177/074193259601700605


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