@article{erchul_2023, title={As we coach, so shall we consult: A perspective on coaching research in education}, volume={96}, ISSN={["1873-3506"]}, DOI={10.1016/j.jsp.2022.10.004}, abstractNote={In taking stock of educational coaching research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational coaching would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational coaching. The article concludes with four proposed directions for future coaching research based on prior consultation research: (a) documenting coaching procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive coaching.}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Erchul, William P.}, year={2023}, month={Feb}, pages={88–94} }
 @article{jones_erchul_geraghty_2021, title={Supplemental reading interventions implemented by paraprofessionals: A meta-analysis}, volume={58}, ISSN={["1520-6807"]}, DOI={10.1002/pits.22427}, abstractNote={Abstract Preventative and intensive reading intervention can be administered to at‐risk students in a systematic way to help facilitate gains on literacy outcomes. Despite this fact, there are clear barriers to implementation. One solution may be to use paraprofessionals to provide supplemental reading instruction. This study employed meta‐analytic procedures to address two questions: (a) what is the overall effectiveness of paraprofessionals as implementers of reading interventions? and (b) in which areas are paraprofessionals most effective? A literature search of research from 2001 to 2017 yielded 76 studies. Nine studies meeting a priori inclusion criteria were coded for demographic information and six common reading outcomes. The mean ES across outcomes was 0.55, and spelling and decoding emerged as areas to inform future research. Although these meta‐analytic findings must be interpreted with caution due to issues of sample size and heterogeneity of variance, involving paraprofessionals as reading interventionists appears to be a highly promising strategy.}, number={4}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Jones, Brian T. and Erchul, William P. and Geraghty, Cathleen A.}, year={2021}, month={Apr}, pages={723–741} }
 @article{erchul_2020, title={IN MEMORIAM Bertram H. Raven (1926-2020)}, volume={75}, ISSN={["1935-990X"]}, DOI={10.1037/amp0000645}, abstractNote={Memorializes Bertram H. Raven (1926-2020). Raven is best known for his theoretical and empirical work, beginning in the 1950s with John (Jack) French, on the bases of social power, a widely recognized framework for studying interpersonal influence. In 1956, Bert joined the UCLA faculty and played a leadership role in developing the social psychology area. Bert also served as president of the Society for the Psychological Study of Social Issues and editor of the Journal of Social Issues. He was a fellow of five divisions of the American Psychological Association and received many significant recognitions. (PsycInfo Database Record (c) 2020 APA, all rights reserved).}, number={6}, journal={AMERICAN PSYCHOLOGIST}, author={Erchul, William P.}, year={2020}, month={Sep}, pages={869–869} }
 @book{erchul_sheridan_2014, title={Handbook of research in school Consultation}, publisher={New York, NY: Routledge}, year={2014} }
 @article{erchul_2013, title={Treatment Integrity Enhancement via Performance Feedback Conceptualized as an Exercise in Social Influence}, volume={23}, ISSN={["1532-768X"]}, DOI={10.1080/10474412.2013.845497}, abstractNote={This commentary is in response to the article “Effects of Verbal and Written Performance Feedback on Treatment Adherence” (Kaufman, Codding, Markus, Tryon, & Kyse, this issue). The overall recommendation to those who study treatment integrity using performance feedback methods is to incorporate theories and research on social influence into their research. Specific points of the commentary include: (a) there is no clearer example of social influence in consultation today than persuading a consultee to implement an evidence-based intervention with integrity; (b) face-to-face communication is usually more effective than written communication in changing behavior because it offers nonverbal communicator-related cues, higher social presence, and greater vividness; and (c) treatment integrity is not valued equally by all approaches to consultation because it requires a consultee to adhere to the steps of a standardized protocol and thereby comply with a consultant's requests.}, number={4}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Erchul, William P.}, year={2013}, month={Oct}, pages={300–306} }
 @article{bennett_erchul_young_bartel_2012, title={Exploring Relational Communication Patterns in Prereferral Intervention Teams}, volume={22}, ISSN={["1532-768X"]}, DOI={10.1080/10474412.2012.706128}, abstractNote={The purpose of this research was to understand the relational communication patterns that characterize school-based prereferral intervention teams (PITs). Fifteen PIT meetings were used as the basis for analyses, with each meeting audiotaped, transcribed, and coded using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Additionally, the PIT Meeting Evaluation Coding Form was used to assess each meeting's adherence to a traditional problem-solving framework. Important results included (a) relatively consistent domineeringness (i.e., attempted influence) scores across participants, with the exception of the referring teacher; (b) relatively consistent dominance (i.e., successful influence) scores across participants; (c) significantly greater (p < .05) domineeringness displayed by the school psychologist compared with the referring teacher; and (d) no significant differences in dominance scores between the school psychologist and teacher. In sum, this study represents an important first step in understanding communication patterns found in school-based problem-solving groups.}, number={3}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Bennett, Megan S. and Erchul, William P. and Young, Hannah L. and Bartel, Chelsea M.}, year={2012}, pages={187–207} }
 @article{easton_erchul_2011, title={An Exploration of Teacher Acceptability of Treatment Plan Implementation: Monitoring and Feedback Methods}, volume={21}, ISSN={["1532-768X"]}, DOI={10.1080/10474412.2011.544949}, abstractNote={To date, treatment plan implementation (TPI) monitoring and feedback methods have increased teacher TPI levels in single-subject designs and a randomized field trial. However, when innovative procedures such as these require significant changes in teachers' daily practice, acceptability becomes an important variable, and the extent to which teachers view various TPI monitoring and feedback methods as acceptable is unknown. The purposes of this exploratory research thus were to document teachers' acceptability ratings of these methods, differences in acceptability ratings between teachers having differential characteristics, and other TPI support methods that teachers identify. Respondents completed a survey that assesses acceptability of monitoring and feedback methods, gathers information on demographics, and provides an opportunity to supply other potential methods of TPI support. Results indicated significant differences between acceptability ratings regarding the personnel involved, frequency, communication format, and procedures of TPI monitoring and feedback methods. Special education teachers rated TPI monitoring methods more acceptable than did regular education teachers. Finally, respondents identified a variety of other potentially helpful TPI support methods.}, number={1}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Easton, Julia E. and Erchul, William P.}, year={2011}, pages={56–77} }
 @article{erchul_2011, title={School Consultation and Response to Intervention: A Tale of Two Literatures}, volume={21}, ISSN={["1532-768X"]}, DOI={10.1080/10474412.2011.595198}, abstractNote={School consultation and response to intervention (RTI) are both problem-solving methods employed in school-based service delivery, but beyond that characteristic, how are they the same and how are they different? A major purpose of this commentary is to compare and contrast the scholarly literatures of school consultation and RTI. A selective review of recent source materials indicated that less than 4% of references cited in the RTI literature contain the word consultation or collaboration in their titles, and less than 1% of references cited in the school consultation literature contain response to intervention or RTI in their titles. More substantive thematic similarities and differences between the two literatures as well as thoughts on the future relationship between school consultation and RTI are offered.}, number={3}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Erchul, William P.}, year={2011}, pages={191–208} }
 @article{erchul_dupaul_bennett_grissom_jitendra_tresco_volpe_junod_flammer-rivera_mannella_2009, title={A follow-up study of relational processes and consultation outcomes for students with attention deficit hyperactivity disorder}, volume={38}, number={1}, journal={School Psychology Review}, author={Erchul, W. P. and DuPaul, G. J. and Bennett, M. S. and Grissom, P. F. and Jitendra, A. K. and Tresco, K. E. and Volpe, R. J. and Junod, R. E. V. and Flammer-Rivera, L. M. and Mannella, M. C.}, year={2009}, pages={28–37} }
 @article{erchul_2009, title={Gerald Caplan (1917-2008) OBITUARY}, volume={64}, ISSN={["0003-066X"]}, DOI={10.1037/a0015753}, number={6}, journal={AMERICAN PSYCHOLOGIST}, author={Erchul, William P.}, year={2009}, month={Sep}, pages={563–563} }
 @article{erchul_2009, title={Gerald Caplan: A Tribute to the Originator of Mental Health Consultation}, volume={19}, ISSN={["1047-4412"]}, DOI={10.1080/10474410902888418}, abstractNote={Gerald Caplan (1917–2008), world-renowned child and community psychiatrist, was the originator of the modern practice of mental health consultation. In addition to consultation, Caplan developed and refined many conceptual models and methods for practice for use in community mental health, psychology, and education. This tribute article focuses on his career and contributions to the field of consultation and offers insights into his approach to mental health consultation.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Erchul, William P.}, year={2009}, pages={95–105} }
 @article{getty_erchul_2009, title={THE INFLUENCE OF GENDER ON THE LIKELIHOOD OF USING SOFT SOCIAL POWER STRATEGIES IN SCHOOL CONSULTATION}, volume={46}, ISSN={["1520-6807"]}, DOI={10.1002/pits.20389}, abstractNote={Abstract}, number={5}, journal={PSYCHOLOGY IN THE SCHOOLS}, author={Getty, Kimberly C. and Erchul, William P.}, year={2009}, month={May}, pages={447–458} }
 @book{william p. erchul_2008, title={Handbook of research in school consultation}, publisher={New York: Lawrence Erlbaum Associates}, author={William P. Erchul, Susan M. Sheridan}, year={2008} }
 @article{wilson_erchul_raven_2008, title={The likelihood of use of social power strategies by school psychologists when consulting with teachers}, volume={18}, ISSN={["1532-768X"]}, DOI={10.1080/10474410701864321}, abstractNote={The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than harsh power strategies when consultants are attempting to influence teachers who are described as initially reluctant to comply with requests, and (b) compared with male consultants, female consultants view soft power strategies as more effective. Moving away from judgments of perceived effectiveness, this study investigated the likelihood of use of specific power strategies by school psychologists when consulting with teachers. It was hypothesized that (a) psychologists overall would report a greater likelihood of using soft versus harsh power strategies, (b) female psychologists would report a greater likelihood of using soft power strategies than male psychologists, and (c) psychologists overall would report a greater likelihood of using direct informational, positive expert, and positive referent power versus the remaining eight power strategies measured by the IPI. A U.S. sample of 352 school psychologists (71% female) completed a version of the IPI modified to examine likelihood of use. The first hypothesis received strong support; the second, no support; and the third, moderate support.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Wilson, Kristen E. and Erchul, William P. and Raven, Bertram H.}, year={2008}, pages={101–123} }
 @article{erchul_dupaul_grissom_junod_jitendra_mannella_tresco_flammer-rivera_volpe_2007, title={Relationships among relational communication processes and consultation outcomes for students with attention deficit hyperactivity disorder}, volume={36}, number={1}, journal={School Psychology Review}, author={Erchul, W. P. and DuPaul, G. J. and Grissom, P. F. and Junod, R. E. V. and Jitendra, A. K. and Mannella, M. C. and Tresco, K. E. and Flammer-Rivera, L. M. and Volpe, R. J.}, year={2007}, pages={111–129} }
 @article{sabourin_erchul_2006, title={Building positive behavior support systems in schools: Functional behavioral assessment.}, volume={21}, number={2}, journal={School Psychology Quarterly}, author={Sabourin, C. and Erchul, W. P.}, year={2006}, pages={233–239} }
 @article{sheridan_erchul_brown_dowd_warnes_marti_schemm_eagle_2004, title={Perceptions of helpfulness in conjoint behavioral consultation: Congruence and agreement between teachers and parents}, volume={19}, ISSN={["1939-1560"]}, DOI={10.1521/scpq.19.2.121.33308}, number={2}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Sheridan, SM and Erchul, WP and Brown, MS and Dowd, SE and Warnes, ED and Marti, DC and Schemm, AV and Eagle, JW}, year={2004}, pages={121–140} }
 @article{erchul_raven_wilson_2004, title={The  relationship between gender of consultant and social power perceptions within school consultation}, volume={33}, number={4}, journal={School Psychology Review}, author={Erchul, W. P. and Raven, B. H. and Wilson, K. E.}, year={2004}, pages={582–590} }
 @article{erchul_2003, title={Communication and interpersonal processes in consultation: Guest editor's comments}, volume={14}, ISSN={["1047-4412"]}, DOI={10.1207/s1532768xjepc1402_1}, abstractNote={Stripped to its essence, educational and psychological consultation consists of a problem-solving, interpersonal relationship that develops through periodic face-to-face contacts between consultant and consultee. Although relational and communicational aspects of consultation have been systematically explored previously in the Journal of Educational and Psychological Consultation (JEPC; e.g., Erchul, 1991; Safran, 1991) and other publications, it is widely acknowledged that relatively little is known about these crucial aspects of consultative practice. This special issue was therefore developed as one attempt to address this knowledge gap. This issue’s genesis perhaps reflects an effective use of contemporary technology. Specifically, in April 2002, an open call for manuscript proposals was posted to various professional groups’ listservs. Potential contributors were informed that articles to be published in the issue collectively would examine various topics concerning face-to-face communication and relational elements in human services consultation. The response to the call was very positive, yielding 15 proposal submissions. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION, 14(2), 105–107 Copyright © 2003, Lawrence Erlbaum Associates, Inc.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Erchul, WP}, year={2003}, pages={105–107} }
 @article{grissom_erchul_sheridan_2003, title={Relationships among relational communication processes and perceptions of outcomes in conjoint behavioral consultation}, volume={14}, ISSN={["1532-768X"]}, DOI={10.1207/s1532768xjepc1402_4}, abstractNote={Conjoint behavioral consultation (CBC), an extension of behavioral consultation, considers home and school settings when conceptualizing a student's difficulty (Sheridan, Kratochwill, & Bergan, 1996). A relational communication perspective was adopted to examine interpersonal control (i.e., attempts to influence and successfully influence) and its relationship to CBC outcomes. Consultant, teacher, and parent influence was measured in 20 CBC initial interviews using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987), and outcomes were assessed regarding the acceptability/effectiveness of CBC, consultant effectiveness, and attainment of consultation goals. Results indicated that parental influence is associated with less favorable teacher ratings regarding model acceptability/effectiveness and less favorable parent ratings of goal attainment. Results further suggest that greater importance should be placed on parent behavior with respect to outcomes of CBC.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Grissom, PF and Erchul, WP and Sheridan, SM}, year={2003}, pages={157–180} }
 @article{erchul_raven_whichard_2001, title={School psychologist and teacher perceptions of social power in consultation}, volume={39}, ISSN={["1873-3506"]}, DOI={10.1016/S0022-4405(01)00085-1}, abstractNote={Social power has been recognized as central to understanding aspects of school consultation. This study examined school psychologist and teacher perceptions of the effectiveness of 11 bases of social power that psychologists might use with initially resistant teachers. Results suggested that psychologists and teachers held similar views about power within consultation: Both groups rated expert and informational power as the most effective bases, ranked the 11 power bases in a similar way, and indicated that psychologists would be more effective using “soft” (i.e., subtle, positive, noncoercive) bases rather than “hard” bases. Findings also suggested that the groups held different views of social power: Psychologists rated impersonal and personal reward power as more effective than did teachers, and teachers rated psychologists' use of legitimate position, informational, and legitimate dependence power as more effective than did psychologists.}, number={6}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Erchul, WP and Raven, BH and Whichard, SM}, year={2001}, pages={483–497} }
 @article{erchul_raven_ray_2001, title={School psychologists' perceptions of social power bases in teacher consultation}, volume={12}, ISSN={["1047-4412"]}, DOI={10.1207/S1532768XJEPC1201_01}, abstractNote={There have been different views expressed about which social power bases (French & Raven, 1959) are most relevant to school consultation. Martin (1978) posited that only expert power and referent power could maximize the effectiveness of the consultant-consultee relationship. More recently, Erchul and Raven (1997) proposed that, in light of Raven's (1992) expanded social power model, several other bases are also relevant. We studied school psychologists' perceptions of social power within consultation and hypothesized that psychologists would see "soft" bases as more successful than "harsh" bases when attempting to influence teachers who are initially reluctant to comply with requests. A modified version of the Interpersonal Power Inventory (Raven et al., 1998) was completed by 101 members of a state school psychology association. Results indicated that psychologists endorsed soft over harsh bases, thereby supporting the central hypothesis; and the power bases that operate within the psychologist-teacher consulting relationship can be summarized by four factors that were labeled position power, impersonal sanctions, personal power, and credibility.}, number={1}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Erchul, WP and Raven, BH and Ray, AG}, year={2001}, pages={1–23} }
 @article{erchul_sheridan_ryan_grissom_killough_mettler_1999, title={Patterns of relational communication in conjoint behavioral consultation}, volume={14}, ISSN={["1939-1560"]}, DOI={10.1037/h0089001}, abstractNote={Conjoint behavioral consultation (CBC) is a structured model of service delivery that joins parents and teachers in collaborative problem-solving with the assistance of a consul tant-psychologist (Sheridan, Kratochwill, & Bergan, 1996). CBC is carried out through the conduct of problem identifi cation, problem analysis, and treatment evaluation interviews. In this CBC process study, interpersonal relationship patterns occurring within interviews were examined using the Family Relational Communication Control Coding System (Heatherington & Friedlander, 1987). Four CBC cases, consisting of 9,696 individual mes sages, were coded from audiotapes and verbatim transcripts. Scores on the variables “domineeringness” and “dominance” were calculated for each participant in order to assess patterns of relational control. Results suggested that consultants and consultees were gener ally consistent with each other in their levels of domineeringness and dominance. Consul tants received slightly higher scores than consultees in their attempts to structure the CBC interactions (domineeringness), and consultees received slightly higher scores than consul tants with respect to infl uence (dominance). 122 W. ERCHUL ET AL. IN SCHOOL PSYCHOLOGY QUARTERLY, 14 (1999) RELATIONAL COMMUNICATION IN CONJOINT BEHAVIORAL CONSULTATION 123 Conjoint behavioral consultation (CBC) is a structured model of service delivery that joins parents and teachers in collaborative problem-solving with the assis tance of a consultant-psychologist. In this model, the relationship between home and school is viewed as a cooperative and interactive partnership with shared ownership and responsibility for problems and solutions. Among the assumptions of CBC are that parents and teachers will share information, learn from each other, value each other’s input, and incorporate each other’s insights into inter vention plans. As such, collaborative problem-solving between home and school systems is believed to afford the greatest benefi ts (Sheridan & Kratochwill, 1992). CBC is implemented in four stages (problem identifi cation, problem analysis, treatment implementation, treatment evaluation), and is operationalized via a series of behavioral interviews (Bergan & Kratochwill, 1990; Sheridan, Kratochwill, & Bergan, 1996). By involving individuals from various systems within a child’s life (i.e., home and school), a comprehensive problem defi ni tion is likely; identifying setting events that are contextually or temporally dis tal to target behaviors is also possible. Further, cross-setting intervention strategies are believed to control behavioral side effects and enhance general ization and maintenance of treatment effects. To date, CBC outcome studies conducted have yielded positive results (e.g., Colton & Sheridan, 1998; Gallo way & Sheridan, 1994; Myers, Haskett, & Erchul, 1998; Sheridan, Kratochwill, & Elliott, 1990). Within the school psychology literature there exists a body of research, conducted since the mid-1970s, which has examined the face-to-face communication that occurs during the psychologist/teacher consultation. Although a comprehensive review of this literature is beyond the scope of this article, it is useful to acknowledge the distinction between research that used content coding methodology versus relational coding methodology (Martens, Erchul, & Witt, 1992; Witt, 1990). Content coding systems emphasize individuals’ isolated ver bal behaviors, as well as the literal meanings of exchanged messages (Heatherington & Friedlander, 1990). Bergan’s (1977) Consultation Analysis Record (CAR)—with the exception of its message control category—is an exam ple of a content coding system. Representative studies of consultation that have employed the CAR have been conducted by Bergan and Tombari (1975, 1976), Gutkin (1996), and Martens, Lewandowski, and Houk (1989). In contrast, relational coding systems emphasize the connectedness of indi viduals as well as the pragmatic (i.e., control-related) aspects of messages (Heatherington & Friedlander, 1990). At least six relational coding systems have been reported in the speech communication literature, each based on Bateson’s (1958) theory of schismogenesis and its associated concepts of complementarity and symmetry (Erchul, 1987). (Defi nitions of these and other terms related to relational communication theory and research may be found in Table 1.) Consultation research studies that have employed relational coding systems are Erchul (1987), Erchul and Chewning (1990), Erchul, Covington, Hughes, and Meyers (1995), Martens et al. (1992), and Witt, Erchul, McKee, Pardue, and Wickstrom (1991). Perhaps the best known of the relational coding systems is Rogers and Farace’s (1975) relational communication control coding system (RCCCS). Within the RCCCS, each message is assigned a three-digit code. The fi rst digit indicates the speaker and the second digit refers to the grammatical form of the message (e.g., assertion or question). The third digit indicates the metacommunicational function that the message serves, relative to the message preceding it (e.g., topic change or answer). After these message codes have been assigned, control codes are specifi ed for each message. Control codes, based on secondand third-digit message code combinations, are either one-up, one-down, or one-across. A oneup code signifi es a bid for dominance and an at tempt to control the relationship. Examples of one-up messages include instruc tions, orders, and topic changes. A one-down code refl ects an acceptance of, or request for, another’s defi nition of the relationship. Examples of one-down mes sages are those offering support or agreement. A one-across code signifi es a message that is not concerned with defi ning control issues or one that seeks to neutralize relational control. An example of a one-across message is an asser tion that continues the theme of the current discussion. Control codes are then analyzed in the context of previous and succeeding messages in order to operationalize complementarity (e.g., one-up, one-down exchanges) and sym metry (e.g., one-up, one-up exchanges) (Heatherington & Friedlander, 1987; Rogers & Farace, 1975). In a process-outcome study of behavioral consultation, Erchul (1987) used the RCCCS to examine eight psychologist–teacher dyads. The variables investigated were domineeringness (percentage of Person A’s total messages that are coded as one-up) and dominance (percentage of Person A’s one-up messages that are followed by one-down messages by Person B). These variables derive from relational communication research conducted by Courtright, Millar, and RogersMillar (1979) and Rogers-Millar and Millar (1979). Erchul’s key results were the following: (a) consultants controlled the process across all three con sultation interviews, suggesting that behavioral consultation is characterized by a complementary relationship between consultant and teacher; (b) consultee domineeringness scores correlated –.81 with consultant perceptions of consultee willingness to collect baseline data, suggesting that more domineer ing consultees were viewed by consultants as less willing to participate in a sig nifi cant behavioral consultation activity; and (c) consultant dominance scores correlated .65 with consultee perceptions of consultant effectiveness, suggest ing that more dominant consultants were viewed more favorably by consultees. Although this last fi nding was not statistically signifi cant using a conventional .05 alpha level, a follow-up study by Erchul and Schulte (1990) obtained a corre lation of .65 (p < .05) between variables using a larger sample. 124 W. ERCHUL ET AL. IN SCHOOL PSYCHOLOGY QUARTERLY, 14 (1999) RELATIONAL COMMUNICATION IN CONJOINT BEHAVIORAL CONSULTATION 125 Table 1. Definitions of Key Terms Used in Relational Communication Theory}, number={2}, journal={SCHOOL PSYCHOLOGY QUARTERLY}, author={Erchul, WP and Sheridan, SM and Ryan, DA and Grissom, PF and Killough, CE and Mettler, DW}, year={1999}, pages={121–147} }
 @article{erchul_1999, title={Two steps forward, one step back: Collaboration in school-based consultation}, volume={37}, number={2}, journal={Journal of School Psychology}, author={Erchul, W. P.}, year={1999}, pages={191–203} }
 @article{schulte_osborne_erchul_1998, title={Effective special education: A United States dilemma}, volume={27}, number={1}, journal={School Psychology Review}, author={Schulte, A. C. and Osborne, S. S. and Erchul, W. P.}, year={1998}, pages={66–76} }
 @article{hughes_erchul_yoon_jackson_henington_1997, title={Consultant use of questions and its relationship to consultee evaluation of effectiveness}, volume={35}, ISSN={["0022-4405"]}, DOI={10.1016/S0022-4405(97)00008-3}, abstractNote={Initial problem identification interviews of 41 consultant-consultee dyads were audiotaped, transcribed, and coded with respect to three dimensions of consultant questions: format, process, and response. The occurrence of three question categories (open-ended questions, inference questions, and accepted questions) were expected to be positively related to consultees' evaluation of consultant effectiveness. Whereas correlations based on frequency data supported the latter two hypotheses, correlations using percentage data were nonsupportive. These results contribute to a body of literature that reports small and inconsistent relationships between verbal process categories and outcomes. Correlational approaches do not take into account the fact that skillful use of such verbal procedures requires that they be used in a responsive versus prescriptive fashion. Alternatives to correlational approaches to process-outcome research are discussed.}, number={3}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Hughes, JN and Erchul, WP and Yoon, J and Jackson, T and Henington, C}, year={1997}, pages={281–297} }
 @book{erchul_martens_1997, title={School consultation: Conceptual and empirical bases of practice}, ISBN={0306454564}, publisher={New York: Plenum Press}, author={Erchul, W. P and Martens, B.}, year={1997} }
 @misc{erchul_raven_1997, title={Social power in school consultation: A contemporary view of French and Raven's bases of power model}, volume={35}, ISSN={["0022-4405"]}, DOI={10.1016/S0022-4405(97)00002-2}, abstractNote={This article (a) offers an updated view of French and Raven's (1959) bases of social power model, (b) describes Raven's (1992) power/interaction model of interpersonal influence, and (c) applies elements of both to the practice of school consultation. In contrast to Martin (1978), who proposed that only expert and referent power pertain to school consultation, it is posited here that all six power bases (coercive, reward, legitimate, expert, referent, and informational) are attributed to and used by the school psychologist-consultant in working with teacher-consultees. Social power and influence are explored relative to typical events occurring during school consultation, such as the consultee's implementation of an intervention with integrity. The article concludes with a brief research agenda concerning the further exploration of social power within consultation.}, number={2}, journal={JOURNAL OF SCHOOL PSYCHOLOGY}, author={Erchul, WP and Raven, BH}, year={1997}, pages={137–171} }