Abstract
The resource/consulting teacher (R/CT) model is described as an integrative model, combining direct, resource services and indirect, consultative services. The R/CT provides direct, data-based instruction in resource settings, with a planned intent to return students to general classrooms. The R/CT also provides consultative services (indirect) to classroom teachers by (a) cooperatively and systematically transferring students back to general school programs, (b) offering problem-solving support to classroom teachers who teach students with academic and social behavior problems, and (c) assisting parents with home reinforcement and tutorial programs. This paper reviews the research bases for each of the various components that contribute to the R/CT model, including use of curriculum-based assessment, direct and data-based instruction, criterion-referenced mastery learning, stages of learning development, and applied behavior analysis. Relevant research on school consultation is summarized, and brief descriptions of current efforts to conduct field evaluations are included.
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