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Applying qualitative content analysis methods, this study focuses on how school psychology graduate student consultants responded to a simulated request for assistance by a teacher. Seventy‐three total students participated in the study before they had engaged in their first course on school consultation. Additionally, transcripts were analyzed for subsets of students following a course on consultation (n = 23), or a course on consultation plus a supplemental communication skills focused training (n = 22). Before their consultation course, student consultants exhibited variable responses including some basic listening skills, but also offering premature problem hypotheses and solutions. They also restated child deficit focused language, often without asking for clarification, and asked questions not directly related to information provided by the consultee, which sometimes included more than one question at a time (double‐barreled). Following a typical consultation course, student consultants responded in nearly identical ways. Student consultants that completed a consultation course plus a supplemental training including deliberate practice of communication skills increased their application of basic listening skills, reduced leading questions, eliminated double‐barreled questions, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. Data are presented with qualitative examples, and implications are drawn regarding school consultation training. Practitioner Points: School psychology graduate students learning to consult responded to a simulated consultee's request for assistance in qualitatively similar ways before and following their first course in school consultation.Students applied some basic listening skills, but many students offered premature problem hypotheses and solutions, restated child deficit focused language without asking for clarification, and asked questions not directly related to information provided by the consultee.When the consultation course included a supplemental training with deliberate practice of communication skills, school psychology graduate students applied more basic listening skills, asked fewer leading questions, asked one question at a time, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. [ABSTRACT FROM AUTHOR]

Structured peer group supervision (SPGS) supports applied skill growth for novice mental health professionals. Whereas previous SPGS research has focused on counseling, consultation is a core competency for school psychologists, with unique features meriting consideration during SPGS. This case study describes the influence of SPGS on applied communication and problem-solving skills of nine graduate students taking a school consultation course. Structured interviews measured participants' perceptions, including information about how SPGS influenced consultation skills. Thematic coding revealed positive impacts of SPGS on communication skill development, and as logistical and conceptual support. Implications for school consultation training and practice are discussed. [ABSTRACT FROM AUTHOR]