Evaluate the effectiveness of consultation using a combination of: (a) scaling questions (e.g., “On a scale of 1 to 10, with 1 being ‘the worst it could be,’ and 10 being ‘the best it could be,’ where would you rate your behavior in math class during the past week?”), (b) formal and informal rating scales (e.g., ORS, behavior rating scales, or other scales relevant to the problem and goal), permanent products (e.g., grade reports, classroom work samples, attendance/discipline records), and behavioral observations [e.g., comparison of the average number of off-task behaviors during 10-minute periods of independent work time before consultation (baseline phase) and after consultation (intervention phase).
- *If little or no progress is indicated, recycle through Steps 2 through 4 above. If satisfactory progress is indicated, empower progress by congratulating/complimenting the consultee and developing a plan to maintain progress and follow-up as needed (e.g., What will it take to continue what you’re doing in order to keep things moving in the right direction?; Where should we go from here?)
- Use SRS at the end of each consultation session, and adjust your
- approach as needed.