Degree Name

Master of Science in Education (MSEd)

Semester of Degree Completion


Thesis Director

Andrew R. Brulle


The effect of consultation on student achievement is an area in which much research is currently needed. This study addressed the issue of how collaborative consultation between regular and special educators effected student achievement. The study utilized a multiple baseline design across subjects to determine the effectiveness of the consultation program. The two-phased study (baseline and consultation) occurred over an eight week period in two third grade and one fourth grade classrooms.

The study involved three regular classrom teachers, one special educator and three students who were labelled learning disabled and who were mainstreamed into the regular classroom. The regular and special educators utilized nine steps for collaborative problem solving that were collected by West and Cannon (1986) to develop strategies to assist the three subjects. Through collaboration between the regular and special educators, target areas for each student were chosen and data collected.

A visual analysis of the results demonstrated that, for all three students involved in the study, changes did occur in a positive direction when consultation was initiated. A variety of strategies were used to bring about these changes and the strategies were maintained, redesigned, or altered according to the results of the consultation between the regular and special educator.

Although this study has limited generalizability, the changes noted are of importance due to the fact that little or no research has been completed on the effect of consultation on student achievement. This study appears to demonstrate that consultation in this setting did benefit students who were in the regular classroom and labelled learning disabled. This study also provides a minute framework for more research on a larger scale with a variety of students to determine if consultation could become an alternative and an effective means to assist students in the mainstream.