ABSTRACT
OVERVIEW Rosenfield (1995), the pioneer of instructional consultation (IC), describes the process as a merging of instructional psychology in the discipline of school psychology with the process of collaborative consultation from the field of special education. In comparison to the previous chapters, in which consultation practices have been presented that have equal utility for both educational and mental health support personnel, this chapter discusses IC, which is particularly appropriate for educational specialists consulting regarding students’ academic problems. Moreover, because educational professionals are often called upon to engage in consultation regarding students’ educational progress and problems, IC is an excellent fit because of its focus upon evidence-based practices (EBPs). Although IC has a specific focus on academic concerns, with consideration of appropriate academic progress, consultants can also use IC to address issues of classroom management (Rosenfield, 2002). The information presented in this chapter has been largely taken from Rosenfield’s (1984, 1987, 1992, 1995, 2003) and Gravois’s and Rosenfield’s (2002, 2006) various writings on this topic, and readers are encouraged to consult the original works for greater detail.
