ABSTRACT
As a graduate student I had the good fortune to participate in several research projects that were conducted in public schools. Our university teams were responsible for observation, data collection, and teacher training that addressed students who had learning disabilities and/or conduct problems. In selected cases we also were requested to consult with school staff regarding children and adolescents who posed serious challenging behaviors. Upon entering professional practice I did not expect to spend a significant amount of time in public schools. However, within a few years, and in response to several consultations, the referrals rolled in at an increasing rate. This level of involvement was dominated by behavioral assessment and intervention with individual students but gradually included programming for entire classrooms, in-service training for teachers, and guidance around policy decision making. I ultimately left full-time private practice and at that time, about 80% of my work was devoted to public school consultation.
