For consultation to result in the delivery of services to students, it must lead to implementation of an intervention. For this reason, intervention implementation is the crucial challenge for the practice of consultation and, as a result, is the critical research need. The argument is advanced that too little is known about the extent to which teachers actually implement interventions following consultation, as opposed to what they say about implementation, because implementation has infrequently been directly measured. The consultation database also provides few analyses of the conditions under which consultees do and do not implement interventions. This article considers fundamental issues of definition, measurement, and design as they relate to the study of the relationship between consultation and intervention implementation.
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