The study investigated the effectiveness of two modeling training techniques in simulation formats to teach consultation skills to 45 elementary level regular class teachers for use with parents of learning disabled children and special education specialists. The study was designed to answer three questions: Can Ss learn consultation skills by modeling? Are the Triadic Model of Consultation and the Informal Negotiation Model effective or useful in this teacher training context? and Can simulation/modeling training be effective in 2 hours? The two treatment conditions were a live simulation training technique and the use of videotaped models demonstrating consultation methods. Both treatments taught the following skills: giving feedback, asking clarifying/information gathering questions, refocusing, providing consensus statements, providing a comfortable retreat, and circumventing an impasse. Ss were also given the Situation Reaction Test which requires giving appropriate verbal responses to educational planning problems, and were rated on in-school behaviors including number of formal conferences with parents of a handicapped child, number of informal contacts with parents, number of formal conferences with the resource specialist, and the number of informal contacts with the resource specialist regarding a handicapped child. Results indicated that consultation skills could be learned by modeling. The Triadic Model of Consultation appeared to be an accurate reflection of the role relationships between the resource specialist and the regular teacher, and the Informal Negotiation Models offered a possible structure for role simulations. It was also concluded that both two hour treatments were effective, though the live treatment appeared to have better long range transfer effects and the videotaped training showed more immediate results. (DB)