Provides an authoritative look at the consultation process as a collaborative, problem-solving endeavor designed to help practitioners assist others in their work with students who have or are at risk for behavioral or learning problems
KEY TOPICS: Collaboration, Consultation, Special Education, Response to Intervention (RtI), Multi-Tiered Systems of Support (MTSS), Evidence-based Interventions, Transition Planning, Academic Assessment and Intervention, Behavioral Assessment and Intervention, School Reform, Case Studies in Consultation
MARKET: For college and university students doing advanced work in special education, school psychology, school counseling, or educational administration. For practitioners employed in special education, school psychology, school counseling, or educational administration who are responsible for helping teachers or parents solve learning and behavior problems
Thomas J. Kampwirth is Professor Emeritus in the Advanced Studies in Education and Counseling Department at California State University, Long Beach. He taught in the areas of special education and school psychology from 1971 through 2004 and was coordinator of the school psychology program for 25 years. From 1980 through 2009 he was a consulting school psychologist for the special education programs operated by the Orange County Department of Education. Dr. Kampwirth served as a special education teacher and school psychologist in numerous districts in Illinois, Arizona, and California. His research interests include aptitude–treatment interactions and consultation processes. He received his doctorate in school psychology from the University of Illinois in 1968. In 2003, he was given the Lifetime Achievement Award by the National Association of School Psychologists.
Kristin M. Powers is Professor of School Psychology and Director of the Community Clinic for Counseling and Educational Services at California State University, Long Beach. Her research on transition planning, instructional consultation, and disproportional representation in special education has been published in state and national journals. She is co-Project Director of two Office of Special Education Programs (OSEP) grants focused on advanced training in instructional consultation and multi-tiered systems of support. She is a founding board member of the Consortium to Promote School Psychology in Vietnam (CASP-V). She worked as a school psychologist and administrative assistant for the Long Beach Unified School District (LBUSD) and received her doctorate in educational psychology from the University of Minnesota school psychology program in 1998.
