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Shengtian Wu

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Instructional Consultation (IC) is a collaborative stage-based process that focuses on academic and behavioral concerns from an ecological perspective (Rosenfield, 2002). School psychologist and teachers work together to assess the academic and behavioral concerns of children. Addressing these concerns allow for new learning conditions to be developed, thus allowing academic achievement to be improved within the classroom. Knotek et al. (2003) indicated that by understanding student’s problems as a result of the environment rather than an internal problem is a main goal within IC to alter how teachers view student’s school problems. The present study aims to systematically discover IC studies to understand the gap of insufficient research and inform the directions of future research. Specifically, the present review systematically identifies and analyzes the development of IC literature. Four data bases were examined using “instructional consultation” and “academic consultation” as key words. Further, the identified resources were limited to peer-reviewed, school-based, and empirical studies published in English. Initially, 254 articles were discovered. Of them, 99 articles were peer-reviewed. When including “school-based” as one of the criteria, 75 results were found. After each article was examined, 33 were found that focused on IC. Researchers removed seventeen non-empirical studies, which led to a result of 15 studies that meet the study criteria. Within the 17 studies, one study examined the communication approaches within IC as well as the transcription and coding involved (Barrett et. al., 2019); one examined the use of curriculum-based measurements at each stage of the problem-solving consultation perspective (Green & Shinn; 1990); one reported the influence of school interpreters on the process of IC (Lopez, 2000); one examined the seven dimensions of IC and the consultation behaviors of participants (Mckenna et. al., 2009); three reported the effects of students and teachers when implementing IC teams within the classroom (Berger et. Al., 2014; Gravois & Rosenfield 2006; Vu et. al., 2013); three studies reported teachers’ development of skills and student achievement when IC approaches are used (Fuchs et. al., 1991; Gravois et. al., 2009; Mesquita & Zollman; 1995); two examined the RTI system within the IC model (Newman et. al., 2014; William & Staulters, 2014); three studies examined interaction and development skills of consultants and consultees while using IC (Benn et. al., 2008; Knotek et. al., 2003; Newman et. al., 2017); and two examined the use of problem-solving processes to support IC (Bartels & Mortenson 2008; & Knotek, 2012).


Authors: Nina Orlando, Shengtian Wu, and Berenice Contreras

A Comprehensive Literature Review Of Instructional Consultation Within Schools Settings