Se601 Consultation Project

Shannon Creedon
SE 601
Consultation Project
March 3, 2020
Consultation Project
For this project I decided to meet with a general education teacher from Williams
Elementary School who is struggling with a student in the classroom. This student has been
having sever behaviors in the classroom that has started to intensively effect his learning. He
consistently does not want to be a part of the class when learning is involved. I consulted with
this teacher about this student because of the difficulties that she has voiced to me. The first part
of this project that I did was taking some data on the student so that I got a better picture of the
behaviors that this student is exhibiting in the classroom. I decided to do this so I could practice
taking data since that will be a huge part of my future role as a special education teacher. I will
include this data at the end of this paper.
Over the few times that I went to observe this student, I found a few things that were
interesting. The times that the student was exhibiting behaviors that were unexpected for school
were all times that similar things were happening. One of the main triggers that I found was
math. The student was displaying these behaviors almost every time math was the next subject.
There was one time that the student was showing these behaviors before writing, but most of the
time the next subject was math. A different time that was consistent with the displaying of
unexpected behaviors was when the student was coming in the morning. This student is part of
the METCO program and has voiced before to his teacher that the bus ride is long and tiring
which could be a trigger for this student as well. Lastly, the last trend that I found was that the
student was displaying unexpected behaviors when he was surrounded by his friends that were
not a part of his classroom, which were the behaviors in the hallway and in the cafeteria.
This consultation felt successful due to three different concepts that were included in the
conversation. I felt it was successful because I was prepared for the meeting, I started the
meeting by talking about how the student is smart and capable, and I showed respect for the
teacher’s opinion during the conversation. When I collected this data I made sure that I wrote
what the trends were that I specifically saw before I consulted with this teacher. I wanted to
make sure that I was confident in what I was saying so that she knew that I was serious and
motivated to help her with this student. I wanted to bring my own perspective into the
conversation like we had talked about in class but in a way that was supported by the data that
was taken.
After listening to the conversation that we had, I want to point out a few parts of the
conversation that stood out to me. During the conversation, we both started by talking about how
this student is smart and super capable of doing his work in the classroom because of how
intelligent he is. This falls under the taxonomy of the cognitive domain because we discussed
how this student is capable of learning regardless of his disability, which is ADHD. The teacher
and I discussed how the student is capable of doing his work and when he is having a good day
he can do everything that every other student is doing which is why this teacher has such high
expectations for him. This agreement that we had about his capability shows that we both know
that having high expectations for students is required for student success.
A different part of the conversation that we had was showing that we both understood
and valued each other’s perspective. One part that I said during the consultation was “I respect
your opinion and I feel as though the data validates that you are correct about how math is a
trigger for this student” which I feel is a great way of showing the teacher that I respect her
opinion on this student. Making sure that the pair that is consulting knows that they both respect
the others perspective is essential for having a successful consultation. This also helps build
collegial relationships that is also essential for teachers who are working together to have
effective student learning. This consultation followed a doctor-patient method that
Knackendoffel, Dettmer, and Thurston discuss because this teacher had come to me with the
behavioral problem that she was having with a student and I took data and offered solutions to
this problem based on the data that I had taken (2017). Overall, I believe that this was a
successful consultation due to my preparation for the meeting, the way I included the capability
of the student being discussed, and by the way that I showed respect for the teacher’s perspective
of this student.
Works Cited
Knackendoffel, A., Dettmer, P., & Thurston, L.P. (2017). Collaboration, Consultation, and
Teamwork for Students with Special Needs. New York, NY: Pearson.

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Shannon Creedon

include this data at the end of this paper.

effective student learning. This consultation followed a doctor-patient method that

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