Changing Resistant Consultees: Functional Assessment Leading to Strategic Intervention

Autor/in	Knoff, Howard M.
Titel	Changing Resistant Consultees: Functional Assessment Leading to Strategic Intervention
Quelle	In: Journal of Educational & Psychological Consultation, 23 (2013) 4, S.307-317 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2013.845496
Schlagwörter	Consultation Programs; Resistance (Psychology); Intervention; Program Implementation; Functional Behavioral Assessment; Transfer of Training; Motivation; Accountability; Reliability; Fidelity; Knowledge Level + Suchen Sie Ihr Suchwort? Fachberatung; Resistenz; Training; Transfer; Ausbildung; psychologische; Motivation (psychologisch); Verantwortung; Reliabilität; Wissensbasis
Abstract	Some consultees resist implementing, or implementing with integrity, effective academic or behavioral interventions that their consultants believe are needed to resolve specific student problems. In order to address consultee resistance, it is recommended that consultants complete functional assessments to determine the underlying reasons for the resistance so that the results can be linked to strategic or intensive consultative intervention(s). Seven "high hit" reasons to explain consultee resistance are discussed: (a) a lack of knowledge or skills, (b) the need for consultative modifications, (c) difficulties with the transfer of training, (d) difficulties with the transfer due to "conditions of emotionality," (e) the lack of consultee motivation or consultant accountability, (f) inconsistency, and (g) the presence of "special situations." These are linked with possible consultative interventions that are focused on eliminating a consultee's resistance, resulting in the implementation of an effective intervention and, ultimately, in student success. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10