ABSTRACT
During the past three decades, consultation has been formalized and recognized as a process that is relevant to school psychology. Yet, fundamental questions exist about consultation in the schools. For example, what are the unique and speci$c components of consultation? Are these components equally weighted or equally important to outcomes? How do we know when consultation has occurred (relative to some other process)? Can similar outcomes be obtained using strategies other than consultation, and if so, what is the relative cost/bene$t analysis? Do teachers recognize and value consultation with school psychologists? What makes a consultant e#ective? And more broadly, is it necessary to invoke theories and principles that are not measurable? Finally, what is the purpose of consultation?
