The Interaction Between Type of Behavior Problem and Type of Consultant: Teachers' Preferences for Professional Assistance

Abstract

In this study, 122 teachers responded to a survey regarding the type of classroom behavior problems for which they would be most likely to seek assistance from another school professional (consultant) and the effectiveness of different school-based consultants. Results indicated that teachers are most likely to seek assistance outside the classroom for aggressive behavior problems and are most likely to handle inattentiveness, disruptive (but not aggressive) behaviors, and excessive talking on their own. Overall, teachers indicated only a moderate level of effectiveness for all types of consultants. Handling the problem in the classroom without assistance from a consultant had a higher mean effectiveness rating than consulting with various professionals. Teachers also responded to open-ended questions addressing behaviors contributing to effective consultation and behaviors leading to ineffective consultation. Implications of these results are discussed with respect to consulting in the school system.