ABSTRACT
“Consultee-Centered Consultation Approaches for Students with Autism Spectrum Disorder” defines consultee-centered consultation (CCC), summarizes its origins, and reviews the state of its evidence. Evidence supporting the use of CCC with students with ASD is also reviewed. Mechanisms of change within CCC, such as communication microskills and conceptual change, are discussed in detail. The “Focus on Culture” section reviews a particular CCC approach – multicultural school consultation (MSC) – and provides a case example of how school-based consultants (SBCs) can attend to cultural factors within the process of consultation. The conceptual underpinnings of CCC are explored early on in the chapter and revisited later. Thus, after reading this chapter, SBCs should begin to understand the varying degrees to which CCC principles are present within other consultation paradigms. Based on this discussion, a hybrid consultation for students with ASD, containing many of the elements reviewed in this chapter and Chapters 4 and 6, is presented.
