Paskewicz (1984) believes that the language individuals use conveys information about the possibility of change, independent of content. To test this notion, consultant-consultee verbal interactions were analyzed. Advanced doctoral students in school psychology (N=4) served as consultants; consultees were 19 parochial school teachers each of whom presented at the first consulting session a behavioral problem related to an individual child. The interviews were taped, and judgments of goal attainment were based on teachers' self-reports of whether or not they implemented the consultant's plan. Results showed that consultants made significantly fewer language-structure errors, i.e., they used significantly fewer judgmental adjectives, fewer abstract nouns as explanations, and fewer"shoulds" and their equivalents than their teacher-consultees. Also, a significant negative relationship was found between the rate of teacher-consultee language structure errors and the attainment of the goal of consultation. Consultees who used fewer "shoulds," adjectives, and abstract nouns were more likely to solve the problems they presented in the consultation session. (Author/JAC)