ABSTRACT
For decades, the consultation problem-solving approach to intervention has been the driving force in school psychology practice (Allen & Graden, 2002; Bergan & Kratochwill, 1990; Chalfant & Pysh, 1989; Graden, Casey, & Christenson, 1985; Zins, 1996; Zins & Erchul, 2002). Although variations of problem solving have emerged in consultation literature and practice, most psychologists adhere to a stage-based model that emphasizes the need for collaboration with professionals and parents, functional problem de$nition, assessment for intervention, ongoing progress monitoring, and evaluating outcomes to determine intervention e#ectiveness (Bergan & Kratochwill, 1990; Kratochwill, Elliott, & Stoiber, 2002).
