In our clinical experience, at least half of the children referred for PCIT would benefit from a school consultation sometime during the course of treatment. These children exhibit a range of problem behaviors in the classroom that include non-compliance with teacher directions, disrupting other students’ learning, failing to complete tasks, aggression, separation problems, social skill deficits, and selective mutism. The consultation may provide needed assessment information, communication with the teacher, crisis management, education regarding special needs, and circumscribed classroom interventions. In contrast to Teacher–Child Interaction Therapy, which involves intensive teacher training and direct coaching of skills, school consultation is generally provided via one or two brief interactions with the teacher.
KeywordsDisruptive Behavior Target Behavior Classroom Behavior Selective Mutism Social Skill Deficit
- Achenbach, T. M. (1991). Integrative guide to the 1991 CBCL/4-18, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychology.Google Scholar
- Achenbach, T. M., & Rescorla, L. A. (2001). Manual for ASEBA school-age forms & profiles. Burlington, VT: University of Vermont, Research Center for Children, Youth, & Families.Google Scholar
- Bahl, A. B, McNeil, C. B., Cleavenger, C. J., Blanc, H. M., & Bennett, G. M. (2000). Evaluation of a whole-classroom approach for the management of disruptive behavior. Proven Practice, 2, 62–71.Google Scholar
- Canter, L., & Canter, M. (2001). Assertive discipline: Positive behavior management for today’s classroom. Bloomington, IN: Solution Tree.Google Scholar
- Erchul, W. P., & Martens, B. K. (2002). School consultation: Conceptual and empirical bases of practice. New York, NY: Springer.Google Scholar
- Eyberg, S. M., & Pincus, D. (1999). Eyberg child behavior inventory and Sutter-Eyberg student behavior inventory – revised. Professional manual. Odessa, FL: Psychological Assessment Resources.Google Scholar
- Filcheck, H. A., & McNeil, C. B. (2004). The use of token economies in preschool classrooms: Practical and philosophical concerns. Journal of Early and Intensive Behavioral Intervention, 1(1), 95–105.Google Scholar
- Jordan, A. (1994). Skills in collaborative classroom consultation. Routledge, NY: Routledge Press.Google Scholar
- Kelley, M. L. (1990). School-home notes: Promoting children’s classroom success. New York: Guilford.Google Scholar
- McGinnis, E., & Goldstein, A. (2003). Skillstreaming in early childhood: New Strategies and perspectives for teaching prosocial skills. Champagne, IL: Research PressGoogle Scholar
- McNeil, C. B., Eyberg, S. M., Eisenstadt (Hembree-Kigin), T., Newcomb, K., & Funderburk, B. W. (1991). Parent-child interaction therapy with young behavior problem children: Generalization of treatment effects to the school setting. Journal of Clinical Child Psychology, 20, 140–151.CrossRefGoogle Scholar
- McNeil, C. B. (2001). The Tough Class Discipline Kit. Longmont, CO: Sopris West. (http://store.cambiumlearning.com).
- Rork, K. E., & McNeil, C. B. (2008). A behavioral model of school consultation. The Behavior Therapist, 31(4), 69–73.Google Scholar
- Sopris West Educational Services at http://store.cambiumlearning.com.
- http://Canter.htm. Accessed on November 8, 2007
- http://www.gameskidsplay.net last updated on January 28, 2007. Maintained by Geof Nieboer. Games Kids Play. Accessed on 11/8/2007.