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This article examines the nature and use of consultation and in-school teams in the delivery of psychoeducational services for children experiencing difficulties in school. Underlying both consultation and school-based teams is an explicit problem-solving process that has been shown to facilitate problem resolution for a target child and can also advance the knowledge of the adults who participate in the process. Practical, step-by-step illustrations of problem solving within a consultative relationship are provided and extended to team problem solving. Research literature supporting these practices also is briefly reviewed.