The most widely-used text on the topic of collaboration, Interactions is a guide for preprofessionals and professionals to help them understand and participate effectively in their interactions with other school professionals and parents.  It addresses collaboration as a style, with accompanying knowledge and skills, that guides practices in many education efforts.

Highlights of the Fifth Edition

·         Discussion of collaboration in the context of IDEA 2004 (Ch. 1).

·         Chapter Opening Vignettes invite the reader into the chapter topic by illustrating real-world context. 

·         “A Basis in Research” features demonstrate the rigorous research underpinning the practical collaborative techniques.

·         The text’s section on Ethics has been expanded to include a broader selection of ethical inquiries.

·         Issues of diversity are now discussed in relevant passages throughout the text rather than in a separate boxed feature (as in last edition).

·         "Foundations" has been expanded to include material on the evolution of inclusion strategies (Ch. 1).

·         "Teams" has been revised to demonstrate a more practical and less theoretical approach to teaming (Ch. 3).

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Each chapter begins with “Connections,” “Learner Objectives,” and “Introduction” and concludes with “Summary,” “Activities and Assignments,” and “For Further Reading.”

1. THE FUNDAMENTALS OF COLLABORATION

    COLLABORATION CONCEPTS

            DEFINING CHARACTERISTICS FOR COLLABORATION

            EMERGENT CHARACTERISTICS

            THE DILEMMAS OF COLLABORATION

    COLLABORATION IN A CONTEMPORARY CONTEXT

            SOCIETAL TRENDS

            SCHOOL COLLABORATION

            SPECIAL EDUCATION COLLABORATION

    A FRAMEWORK FOR LEARNING ABOUT COLLABORATION

2. INTERPERSONAL PROBLEM SOLVING

    A CONTEXT FOR INTERPERSONAL PROBLEM SOLVING

            REACTIVE AND PROACTIVE PROBLEM SOLVING

            DECIDING WHETHER TO PROBLEM SOLVE

    STEPS IN INTERPERSONAL PROBLEM SOLVING

            IDENTIFYING THE PROBLEM

            GENERATING POTENTIAL SOLUTIONS

            EVALUATING POTENTIAL SOLUTIONS

            SELECTING THE SOLUTION

            IMPLEMENTING THE SOLUTION

            EVALUATING THE OUTCOME

    PUTTING THE PROBLEM SOLVING PIECES TOGETHER

3. TEAMS

    TEAM CONCEPTS

            CHARACTERISTICS OF TEAMS

            DEVELOPMENTAL STAGES FOR TEAMS

            RATIONALE FOR AND BENEFITS OF TEAMS

    TEAM MODELS

            DISCIPLINARY RELATIONSHIPS ON TEAMS

            TYPES OF STUDENT-CENTERED TEAMS

            EFFECTIVENESS OF TEAMS 

    CONDUCTING MEETINGS

            PRIOR TO THE MEETING

            DURING THE MEETING

            AFTER THE MEETING

    COLLABORATION AND TEAMS

4. CONSULTATION

    CONSULTATION CONCEPTS

            CHARACTERISTICS OF CONSULTATION

            RATIONALEFOR AND BENEFITS OF CONSULTATION

    CONSULTATION MODELS

            BEHAVIORAL CONSULTATION

            CLINICAL CONSULTATION

            CHOOSING AND USING CONSULTATION MODELS

    CONSULTATION AND COLLABORATION

            THE CONSULTING RELATIONSHIP    

            ISSUES IN CONSULTATION AS COLLABORATIVE SERVICE DELIVERY

5. CO-TEACHING

    CO-TEACHING CONCEPTS

            DEFINING CHARACTERISTICS OF CO-TEACHING

    RATIONALE FOR CO-TEACHING

    CO-TEACHING APPROACHES

            ONE TEACHING, ONE OBSERVING

            STATION TEACHING

            PARALLEL TEACHING

            ALTERNATIVE TEACHING

            TEAMING

            ONE TEACHING, ONE DRIFTING

    CO-TEACHING AND COLLABORATION

    THE CO-TEACHING RELATIONSHIP

            MAINTAINING COLLABORATIVE RELATIONSHIPS IN CO-TEACHING

    ADMINISTRATIVE AND PRAGMATIC MATTERS RELATED TO CO-TEACHING

            USE OF PLANNING TIME

6. PARAEDUCATORS

    PARAEDUCATORS IN PUBLIC SCHOOLS

            PARAEDUCATOR QUALIFICATIONS

            THE PREVALENCE OF PARAEDUCATORS

    PARAEDUCATOR ROLES AND RESPONSIBILITIES

            INSTRUCTIONAL RESPONSIBILITIES

            NONINSTRUCTIONAL RESPONSIBILITIES

    ETHICAL CONSIDERATIONS

    WORKING WITH PARAEDUCATORS

            TRAINING PARAEDUCATORS 

            PLANNING WITH PARAEDUCATORS

            ASSIGNING RESPONSIBILITIES TO PARAEDUCATORS

            DAY-TO-DAY COMMUNICATION

            SUPERVISING PARAEDUCATORS 

    PARAEDUCATORS AND COLLABORATION

7. PRACTICAL MATTERS

    TIME FOR PLANNING

            OPTIONS FOR CREATING SHARED PLANNING TIME

    SCHEDULING AND COORDINATING SERVICES

            ESTABLISHING SCHEDULES IN A COLLABORATIVE SCHOOL

            COORDINATING SERVICES FOR COLLABORATION

    ROLES AND ROLE RESPONSIBILITIES

            SCHOOL AS A PROFESSIONAL WORKPLACE

            ROLE MANAGEMENT

    PROGRAM DEVELOPMENT TASKS

            STAGE 1: ESTABLISHING THE PROGRAM AND ITS GOALS

            STAGE 2: PLANNING FOR IMPLEMENTATION

            STAGE 3: PREPARING FOR IMPLEMENTATION

            STAGE 4: IMPLEMENTING THE PROGRAM

            STAGE 5: MAINTAINING THE PROGRAM

    STAFF DEVELOPMENT

            TYPES OF STAFF DEVELOPMENT

            PARTICIPANT INVOLVEMENT

            DESIGN AND DELIVERY

8. INTERPERSONAL COMMUNICATION

    THE PROCESS OF COMMUNICATION

            A MODEL OF COMMUNICATION 

            CONCEPTS REFLECTED IN THE COMMUNICATION PROCESS

            COMMUNICATION TYPES

    PREREQUISITES TO EFFECTIVE INTERACTIONS

            FRAME OF REFERENCE

    COMMUNICATION SKILLS

            LISTENING

            NONVERBAL COMMUNICATION

    DEVELOPING EFFECTIVE COMMUNICATION SKILLS

            PRINCIPLES FOR EFFECTIVE INTERPERSONAL COMMUNICATION

            SUGGESTIONS FOR IMPROVING YOUR COMMUNICATION SKILLS

                    ADAPT YOUR COMMUNICATION TO MATCH THE TASK AND THE RELATIONSHIP

9. USING STATEMENTS

    PURPOSES OF STATEMENTS

            STATEMENTS THAT PROVIDE INFORMATION

            STATEMENTS THAT SEEK INFORMATION

            STATEMENTS THAT CONFIRM OR CLARIFY INFORMATION

    GIVING VERBAL FEEDBACK

            CHARACTERISTICS OF EFFECTIVE INTERPERSONAL FEEDBACK

            GUIDELINES FOR GIVING EFFECTIVE FEEDBACK

10. ASKING QUESTIONS

    PURPOSES OF QUESTIONS

            QUESTIONS THAT SEEK INFORMATION

            QUESTIONS THAT PROVIDE INFORMATION

            QUESTIONS THAT CLARIFY INFORMATION

    CHARACTERISTICS OF QUESTIONS

            QUESTION FORMAT

            DEGREE OF CONCRETENESS

    SUGGESTIONS FOR EFFECTIVELY ASKING QUESTIONS

            USE PAUSES EFFECTIVELY

            MONITOR QUESTION-ASKING INTERACTIONS

            ATTEND TO THE CULTURAL CONTEXT

            MAKE QUESTIONS MEANINGFUL

    CONDUCTING INTERVIEWS

            PRIOR TO THE INTERVIEW

            DURING THE INTERVIEW

            AFTER THE INTERVIEW

            FINAL THOUGHTS ON INTERVIEWING

11. DIFFICULT INTERACTIONS

    UNDERSTANDING CONFLICT

            CAUSES OF CONFLICT

            THE INFLUENCE OF ORGANIZATIONAL VARIABLES

            CONFLICT RESPONSE STYLES

            RESOLVING CONFLICT THROUGH NEGOTIATION

            RESOLVING CONFLICT THROUGH MEDIATION

            CONFLICT AND DIVERSITY

    UNDERSTANDING RESISTANCE

            CAUSES OF RESISTANCE

            INDICATORS OF RESISTANCE

            ASSESSING WHETHER TO ADDRESS RESISTANCE

            PERSUASION AS A STRATEGY FOR RESPONDING TO RESISTANCE

    PUTTING THE PIECES TOGETHER

12. PERSPECTIVES AND ISSUES

    ROLE-SPECIFIC CONSIDERATIONS IN COLLABORATION

            WORKING WITH ADMINISTRATORS 

            WORKING WITH GENERAL EDUCATION TEACHERS

            WORKING WITH PROFESSIONALS FROM OTHER DISCIPLINES

    SPECIAL CONSIDERATIONS FOR INTERACTING WITH PARENTS

            UNDERSTANDING FAMILIES

            FACILITATING FAMILY PARTICIPATION IN DECISION MAKING

    CONTEXT CONSIDERATIONS FOR COLLABORATION

            INTERAGENCY CONTEXTS

            EARLY INTERVENTION AND PRESCHOOL PROGRAMS

            VOCATIONAL AND COMMUNITY-BASED SERVICES

    MULTICULTURAL CONTEXTS

    STUDENT TO STUDENT COLLABORATION

            ETHICS IN COLLABORATION

            COMMON ETHICAL ISSUES