The Collaborative Problem Solving Process: Academic and Behavioral Intervention.

This paper illustrates the application of the collaborative problem solving process for academic and behavioral remediation for students experiencing low reading achievement and some behavioral problems. Unlike the traditional psychoeducational process in which the relationship between the school psychologist and the teacher is that of consultant and consultee, this approach establishes a reciprocal, interdependent working partnership. On the basis of this cooperative association, a mutually agreed upon curriculum-based intervention plan was devised and implemented for a second-grade student who concomitantly demonstrated behavioral problems. Results of the intervention show that the student's reading ability and his desire to pay attention during class time increased, while his off-task and disruptive behaviors decreased. (MKA)