A Rationale for Integrating Behavioral School Consultation and Behavioral Family Theories: A Case Design

The purpose of this article is to provide a rationale for the integration of behavioral school consultation and behavioral family therapy theories. There are several common assumptions within the two models including the idea that all behaviors are learned, functional interactions are a critical focus of change, and assessment is needed to quantifiably observe and evaluate that change. This article presents the theoretical parallels between the two theories and provides a case study to demonstrate how the two ideologies are easily merged to establish a more comprehensive model for school counselors to use when working as liaisons between school and family.