Caplans interfering themes that inhibit the work of consultees include the lack of

5.1. The collaborative school consultation process should be

A.adapted to the circumstance in which it is needed.

B.consistent across all settings and situations.

C.dictated by special education administrators of the school district.

D.designed by general education administrators (principals) for their building(s).

5.2. Caplan?s interfering themes that inhibit the work of consultees with their clients include the lack of

A.practicality and realism.

B.relevance, reliability, and respect for the client.

C.knowledge, skill, self-confidence, and objectivity.

D.immediacy, relevance, and cost-effectiveness of the selected intervention(s).

5.3. The most critical step in effective problem solving to meet special learning needs is

A.determining who will do what to meet the student?s need.

B.ascertaining the problem.

C.thinking of possibilities for meeting students? special needs.

D.working out a method of evaluating student progress.

5.4. Consultants who facilitate effectively for consultees and thereby enhance the ripple effect of school consultation are those who

A.solve consultees? problems for them.

B.give professional advice as the expert.

C.collaborate with consultees to solve the problem.

D.recommend a specialist to the consultee.

5.5. When generating ideas during the 10-step process for consultation, consultants, and consultees should

A.take care not to think very far “outside the box” of conventional methods.

B.take steps beforehand to see that the team is made up of people with similar styles and preferences.

C.avoid using a case study approach because it could lead to confusion about the client?s needs.

D.value the contributions of a variety of perspectives and experiences.

synthesize those ideas into a plan.

5.6. The most overlooked and neglected phase of collaborative school consultation typically is

A.collecting information.

B.generating options for solutions to the problem.

C.drawing up the plan.

D.following through and following up after the consultation.

5.7. The primary principle for effective brainstorming is to

A.have a set time limit and end the process at that point.

B.keep all ideas separate so there is no overlap among ideas.

C.allow no critique of ideas during the brainstorming period.

D.stop the process as soon as idea production slows down.

5.8. Concept mapping (also known as webbing) is useful

A.to identify concepts, connections, and relationships for generating ideas.

B.to narrow the field of ideas and restrict the number of possibilities.

C.for drawing learners into participation so as to identify their interests and goals.

D.to achieve A and C above.

E.to accomplish A, B, and C above.

5.9. When a consultee seeks advice, the collaborative consultant should first

A.listen to what consultees say they have observed.

B.suggest some strategies that others have found helpful.

C.test the student with standardized instruments.

5.10. Describe a situation in which a school consultant might ask a consultee the following “golden question” in initiating collaboration to address students? special needs.

(“What can I do to help you and your student(s) that you do not have the time and/or resources to do?) (1 point)

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