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"Collaborating, Consulting, and Working in Teams For Students with Special Needs", Eighth Edition. Ann Knackendoffel, Peggy Dettmer, Linda P. Thurston, 2018.

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"Collaborating, Consulting, and Working in Teams For Students with Special Needs", Eighth Edition. Ann Knackendoffel, Peggy Dettmer, Linda P. Thurston, 2018.

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Step 6: Generate Options (A create problem-solving technique not only unleashes ideas, it sends a message about the kinds of behavior and attitudes needed to solve problems. It is productive to separate the discussion into two topics, one focusing on benefits and the other on concerns.)
Step 7: Formulate a Plan (Participants must remain on task. They need to be reinforced positively for their contributions. The group should be clear on just who will do what and when, where, and how. Evaluation criteria and methods that are congruent with the goals and plan should be developed at this time, and arrangements made for assessment and collection of data on student progress.)
Step 8: Evaluate Progress and Process (Assessment of student progress toward the goals is a key component that should be discussed and planned for during the problem-solving process. The convener will want to make positive, supportive comments while drawing closure, and at that time evaluate the session informally with consultee help, taking care to record the information for later analysis, or to evaluate formally by asking participants to complete brief written responses.)
Step 9: Follow Through and Following Up on the Consultation about the Situation (Unsuccessful consultation outcomes can often result from failure to follow through on commitments and to follow up on progress made and new issues that may have surfaced.The situation must be revisited periodically. Participants will want to adjust the student's program if necessary and initiate further consultation if needed. Consultants should respond immediately.
Step 10: Repeat or Continue Consultation and Collaboration as Appropriate (Further consultation and collaboration may be needed if the plan is not working , or if one or more parties believe the problem was not identified appropriately as well as if things are going well.

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* Data Gathering- Data from multiple sources will contribute multifarious kinds of information pertaining to learning and behavior needs, along with information about the settings in which the needs are evidenced.
* Problem identification and description- The most important step in problem solving is identifying the problem, need, or concern. The iatrogenic effect- intended remedy that causes more harm than good could be produced. Requires concentrated, uninterrupted time and keen focus.
*Exploration of possibilities- Divergent thinking is important to not get stuck in routine answers or come up with weak or unworkable plans. Consultants should avoid giving advice and being perceived as the experts. A problem will never be solved if all parties suspect they are working on different issues.
*Development of a plan- It is difficult when problem-solving to avoid the "quick fix". The best practice for a collaborating consultant is to demonstrate parity, flexibility, and a caring, sharing attitude.
*Follow through to assess progress on the plan- A problem solving group should select a workable solution that all are willing to adopt, at least on a trial or experimental basis. There should be mutual participation in making the decision. Members of the problem-solving team will want to critique all the suggestions made, presenting both merits and disadvantages of the suggestions from their own perspectives.
*Follow up on continuing the plan, adjusting it, or having closure- Collaborators must follow through on progress of the plan to be sure it is implemented as planned. Later at a designated time they need to follow up on how the plan succeeded. If the follow-up process indicates that no progress was made or unexpected problems surfaced, then the problem-solving activity should be repeated.

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What To Consider If Problem Solving Fails 

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What To Consider If Problem Solving Fails 

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There is no universal agreement on what makes group problem solving effective, and there is too little research to guide consultants as to what should be said and done in collaborative consultation.
If the ten steps does not work, consultants can ask questions such as:
Was the problem defined accurately?
Did all participants practice good listening skills?
Were feelings addressed empathetically?
Were the nitty-gritty details worked out?
Were pertinent hidden agendas brought to light and handled?

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Educators must be knowledgeable, skilled, objective, and self-confident, with a bit of risk-taking mixed in, to engage in divergent-thinking strategies with colleagues. All parties must think about their own roles in a problem situation and endeavor to learn from each other by interacting, deferring judgment, and coordinating services.
Ex of Positive Interactions:
* Primary-level teachers and I sat down and discussed what materials they thought would be good to order and place in the resource room for their use as well as mine. Everyone had a chance to share needs, express opinions, and offer some recommendations.
Ex of Not-So-Positive Situations:
* At the present time I am working with a homebound sixth grade student with learning disabilities, One of his classroom teachers does not seem to be aware of the learning problems this student faces or the limited time he receives for instruction. I spoke up and tried to talk with her, but I was so emotional about the child that I felt I didn't communicate well.

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Tools, Techniques, & Interaction Formats

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Tools, Techniques, & Interaction Formats

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Brainstorming:Facilitates generating many unique ideas. Participants should be relaxed and having fun. There are no right or wrong answers. All ideas are accepted and plausible.
Concept Mapping: A tool for identifying concepts, showing multiple relationships among them, and reflecting upon the degree of generality and inclusiveness that envelopes them. The visual technique allows users to display ideas, link them together, elaborate upon them, add new information, and review the formulation of the ideas.
Metaphors: Metaphors are a kind of synectics, or mental maps, that permit the connection of different meanings through some shared similarity. Metaphors connect in order to illustrate and explain. The metaphor uses one subject to strengthen and deepen understanding another. They can guide groups to activate change processes, generate new ideas, and teach new concepts.
Janusian Thinking: Entertaining two or more contradictory or opposite ideas simultaneously. Opposites creates tensions that can lead to spark original thought.
TECHNIQUES
Plus-Minus-Interesting: Completed in half an hour or so, often stimulating rearrangement of perspectives and sometimes recasting values placed on those perspectives.
Role Play: A fundamental purpose of role play as a problem-solving practice is to produce new perspectives. In the role play, the convener must be skilled and facilitative, so that the role players understand the purpose and participate intently without self consciousness.
Talking Stick:Each person in turn takes the talking stick, restating the previous point made, before adding a personal viewpoint to the discussion and then passing the stick on.
Talk Walk: Participants engage in collegial dialogue focused in instructional and curricular issues while they walk together in an open enviornment (Caro & Robbins, 1991). 4 E's ( Expertise from collective experience, Enrichment to improve sense of self worth and problem solving capacity, Expediency to obtain rapid solutions through assistance, and Exercise to bring a fresh attitude and perspective to the problem.
Use of Multiple Intelligences: Generate many perspectives and arrive at some clever solutions for problems is to frame the questions and approach them in terms of Gardner's (1993) multiple intelligence categories.
INTERACTION FORMATS
Buzz Groups: 50 or fewer. Leader presents a topic or problem, provides minimal direction, and invites everyone to consider all aspects of the problem in the time allowed.
Huddles: Groups of 5-6. Leader arranges the groups, defines the topics, announces the time limit, and gives a two minute warning that time is expiring. Each group has its own reporter. Leader usually passes from group to group facilitating and encouraging if needed.
Circle Response: Small groups of collaborators sit in a circle. The leader begins by stating or reiterating the topic. The response pattern moves to the left, each stating "I pass", at the end the leader summarizes the ideas and integrated thinking of the group.
Fishbowl, or Concentric Circle: A few participants form a small circle within a large group of participants. Inner circle discusses an issue or situation and the outside listens, then the process is reversed.
Presentation, Lecture Style: Co-educators give a focused hearing to the material physically and mentally. Concentrate on the presenter as communicator and focus on the issues not self. Presenter states the purpose and expected outcomes.
Other Formats: Structured role play, structured/unstructured interview forum, panel discussion, reader's theater, research-and-report, film talk-back session.

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1. When Planning the Consultation (comments made to oneself)
* What styles of communication and interaction can I expect with these consultees? What kinds of information could help with the situation?
2. When Initiating the Consultation
*You're saying that... , What can we do in regard to your request/situation?
3. When Collecting Information
* Tell me about that... , Lets see now your views/perceptions about this are...
4. When Isolating the Problem
* The major factors we have brought out seem to be... , Are there other parts to the need that we have not considered?
5. When Identifying the Concerns and Stating the Realitites
* You say the major concern is... , You're feeling... because of...
6. When Generating Possibilities
* How does this effect the students/the schedule/ the family? How would you like things to be?
7. When Formulating a Plan
* When is the best time to start with the first step? Let's list goals and ideas we have come up with...
8. When Evaluating Progress
*  How can we build upon these gains? How could I help you with your student in more and better ways?
9. When Following Through and Following Up
* How do you feel about the way things are going? I just stopped by to..
10. If Repeating the Consultation
* Should we have another go at discussing this situation? We got so much accomplished last time. How about getting together again to...?

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Step 1: Prepare for the Collaborative Consultation( Focus on the  major areas of concern and reflect on the circumstances surrounding this concern. Prepare helpful materials and organize them in order to use collaborative time efficiently.)
Step 2: Initiate the Collaborative Consultation (Rapport is established by addressing every consultee as special and expressing interest in what each one is doing and feeling. The convener will want to identify the agenda and keep focusing on the concern.)
Step 3: Collect and Organize Relevant Information (Participants must be astute in selecting appropriate data that include many possibilities but do not waste time or resources. It is crucial that sufficient data be obtained from multiple sources.)
Step 4: Isolate the Problem (Identify and define the problem at hand by focusing on needs, not handy solutions. A clear problem statement should be agreed upon by everyone before moving forward or solution finding will not be as focused, resulting in dissatisfaction with the outcome.)
Step 5: Identify Concerns and Realities about the Problem (An effective consultant keeps participants focusing on the need by listening, observing, and encouraging everyone to respond.)