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Journal Articles

IC Teams is supported by theory, research and evaluation that have been presented in multiple formats over the past twenty years. Please feel free to peruse the list of references for more information on Instructional Consultation or Instructional Consultation Teams. Copies of published materials can be obtained through your local library or ordered from the journal's publishing company.

Books and Book Chapters
Theses & Dissertations
Non-print Media

Benn, A., Jones, G., & Rosenfield, S. (2008). Analysis of instructional consultants' questions and alternatives to questions during the problem identification interview. Journal of Educational and Psychological Consultation, 19, 54-80.

Cramer, K., & Rosenfield, S. (2008). Effect of degree of challenge on reading performance. Reading and Writing Quarterly, 24, 1-19.

Gravois, T.A., & Rosenfield, S. A. (2006). Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education. Journal of Remedial and Special Education, 27(1), 42-52.

Gravois, T. A., Knotek, S. & Babinski, L. (2002). Educating practitioners as consultants: Development and implementation of the instructional consultation team consortium. Journal of Educational and Psychological Consultation, 13(1&2), 113-132.

Gravois, T. A., & Rosenfield, S. (2002). A multi-dimensional framework for the evaluation of instructional consultation teams. Journal of Applied School Psychology, 19(1), 5-29.

Gravois, T., Rosenfield, S., & Greenberg, B. (1992). Establishing reliability for coding implementation concerns of school-based teams from audiotape. Evaluation Review, 16, 562-569.

Gravois, T.A., Rosenfield, S., & Vail, P.L. (1999). Achieving effective and inclusive school settings: A guide for professional development. Special Services in the Schools, 15, 145-170. (Co-published simultaneously in S. I. Pfeiffer & L. A. Reddy (Eds.). Inclusion Practices with Special Needs Students: Theory, Research, and Application (pp.145-170). Binghamton, NY: Haworth Press.)

Kaiser, L. T., Rosenfield, S., & Gravois, T.A. (in press). Teachers' perception of satisfaction, skill development, and skill application after instructional consultation services. Journal of Learning Disabilities.

Knotek, S. E., Rosenfield, S., Gravois, T. A., & Babinski, L. (2003). The process of fostering consultee development during instructional consultation. Journal of Educational and Psychological Consultation, 14(3&4), 303-328.

Rosenfield, S.A. (2002). Developing instructional consultants: From novice to competent to expert. Journal of Educational and Psychological Consultation, 13(1&2) 97-111.

McKenna, S. A., Rosenfield, S., & Gravois, T.A. (in press). Measuring the Behavioral Indicators of Instructional Consultation: A Preliminary Validity Study. School Psychology Review.

Rosenfield, S. (1995). The practice of instructional consultation. Journal of Educational and Psychological Consultation, 6(4), 317-327.

Rosenfield, S. (1994). Facilitating the transfer of psychological knowledge to schools through instructional consultation. New Jersey Journal of School Psychology, 4, 3-9.

Rosenfield, S. (1992). Developing school-based consultation teams: A design for organizational change. School Psychology Quarterly, 7, 27-46.

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