Collaborative Versus Directive/Prescriptive/Expert School-Based Consultation: Reviewing and Resolving a False Dichotomy

Abstract

The collaboration “debate” in the school-based consultation literature is discussed in detail. Early research and theory supporting collaborative approaches are reviewed, followed by a summation and reinterpretation of three seminal microanalyses of consultation that appeared to argue against collaboration (i.e., Erchul, 1987; Erchul & Chewning, 1990; Witt, Erchul, McKee, Pardue, & Wickstrom, 1991). Subsequent studies examining the verbal behaviors of consultants and consultees are discussed within the context of the collaboration “debate,” and empirical findings spanning the extant literature are synthesized to highlight the consistencies that have emerged from this body of work. Finally, a rapprochement is suggested that is intended to (a) disentangle the false “collaborative-directive/prescriptive/expert” dichotomy that has appeared in prior analyses and (b) provide direction for future research and practice.