Required Textbooks

Sattler, J. M. (2001). Assessment of Children; Cognitive Applications (4th edition). San Diego: Jerome M. Sattler, Publisher, Inc.

Sattler, J. M. (2001). Assessment of Children; Behavioral and Clinical Applications (4th edition). San Diego: Jerome M. Sattler, Publisher, Inc.

Classroom Format

Class time will be spent on lecture as well as discussions of the assigned material. In addition, class time will also be spent role-playing consultation techniques and other active learning exercises. The course schedule below lists dates and assigned readings. Since much of the time will be spent in discussion, it is critical that students read assigned material before class so that all students will be able to participate in the learning process.

• Develop a basic understanding of consultation and its history in a variety of settings
• Appreciate the plurality of models in which a consultant may choose to practice, including behavioral, mental health, collaborative, and other consultation approaches.
• Develop skill in consultation in order to effect positive change at the level of the individual student, classroom, building, district, and/or agency.
• Gain the knowledge and interpersonal skills necessary to facilitate communication among teams of school personnel, families, community professionals, and others.
• Understand the similarities and differences among various models of consultation, as well as the general definition of consultation.
• Understand the stages common to many forms of consultation.
• Understand how consultation differs from other practices such as direct clinical service, education, etc.
• Understand how to use effective consultation and collaboration skills with culturally diverse populations.
• Review ethical issues that may arise during the practice of consultation.
• Develop the ability to clearly present and disseminate information to parents, teachers, school boards, policy makers, colleagues, etc. in a variety of contexts.
• Finally, utilize and synthesize information learned in the course to develop a personal
  model of consultation.

Grading
Students' grades will be determined by the following:

Final grades are as follows:

Reflection Papers
Students are required to submit a reflection paper at the beginning of each class that gives the students' personal and professional reactions to the assigned readings for that week. These papers should attempt to integrate all readings assigned. Papers should be 2 pages in length, double-spaced. The content, deadlines, and page limits of these papers will be strictly enforced. The purpose of the papers is not merely to give students "busy work", but to organize students' thoughts on the readings so that they are better prepared to discuss the readings during class.

Mock Consultation Videotape
Students will participate in a mock consultation in conjunction with a group of teachers/students in SPE 540 - Behavior Management. This mock consultation will be held at 6:00 pm in FH 0101 on June 10th. Students from this class will be paired with students from SPE 540. Students from this class will play the role of consultant, while students from SPE 540 will be the consultee (teacher), and will discuss problems with a real student in their current or past class. Students will be responsible for videotaping the consultation session. This video will be graded based on a) rapport with the consultee b) application of the general model of consultation. Students are expected to cover the definition of the problem, goal setting, and strategy (intervention) selection. Students are not expected to cover the implementation or evaluation stages of consultation. Students will then review their videotape and write a 3 page double-spaced reflection paper. This paper should discuss the students' strengths and weaknesses regarding their ability to build rapport with the consultee and apply the general model of consultation. Students will receive a single grade for the video and paper.

Grand Rounds
Students will lead a grand rounds with the participants of the grand rounds being students in SPE 400 - The Exceptional Child. Students will be evaluated by the participants of the grand rounds based on the students' a) ability to encourage and generate discussion b) ability to validate the thoughts and opinions of others c) ability to lead a grand rounds that is free from criticism d) ability to follow the general grand rounds process. Students will also write a 2 page double-spaced reflection paper that discusses their personal reactions to the grand rounds process and an evaluation of their performance. Students will receive a single grade based on their peer evaluations and their reflection papers.

Workshop Presentation
Students will prepare a mini-workshop on an assigned topic. Students will work in pairs for this assignment. The mini-workshop should last 30-40 minutes; handouts are required. Students are also encouraged to utilize a variety of teaching techniques, such as films, active learning exercises, etc. Students will be evaluated based on a) quality of presentation and its methods b) depth of information conveyed c) appropriateness of presentation to audience d) materials e) presentation style. It is expected that students will share an equal amount of the work in preparing and giving the presentation. If personal issues arise between team members, they should attempt to resolve these issues themselves. If this is not possible, contact me. The rationale behind this assignment is for students to gain some real-world experience disseminating psychoeducational information to a variety of audiences. Many times your topic may be vague, somewhat outside your area of specific expertise, or you may have short deadlines. This assignment will attempt to replicate such circumstances.

Tentitve Topic Schedule

Perfect class attendance is expected. Any student needing to be absent due to an emergency should contact the instructor as soon as possible regarding the absence. More than one absence may result in the student's removal from the class.

Department of Psychology Policy on Incomplete Grades and Withdrawal

It is the student's responsibility to officially withdraw from a course by the dates set by the University if the student is not intending to complete the course. Students who do not withdraw and have not completed the course will receive an Unauthorized Withdrawal (UW). Only under special circumstances a faculty member may agree to give a student an Incomplete (INC) grade in order to allow the student to complete the remaining work for the course not later than the end of the following semester. An INC is never automatic but must be approved by the instructor. If an instructor agrees to give a student an INC grade, the instructor and the student will fill out a form (Memorandum of Incomplete Grade) indicating why an INC is being given. One copy of the completed form will be given to the student, one copy will be given to the instructor, and one copy will be kept by the Department of Psychology secretary. If the work is not completed by the time specified on the Memorandum of Incomplete Grade form, the grade will be changed from INC to F.