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Process Logs: A Tool to Promote Self-Reflection During Consultation Supervision and Document Consultee-Centered Outcomes Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2024-02-19 Amna A. Agha, Courtenay A. Barrett
The use of process logs in consultation supervision can facilitate training in process and consultee-centered administrative consultation by emphasizing consultation competencies. Process logs exam...
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Strategies for Using Technology to Develop Novice School Psychology Consultants’ Multicultural Consultation Skills Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2024-02-05 Kamonta Heidelburg, Janise Parker, Julianna Casella
With the growing diverse student population in U.S. public schools, an increased focus on cultural-related matters has surfaced in education. As a result, consultation training must prepare novice ...
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Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2024-02-04 Jennifer McGrory Cooper, Shannon R. Holmes, Lauren T. Kaiser, Antoinette Halsell Miranda
Consultation represents a core psychological practice and competency area for school psychologists, and it is critical that it accounts for the experiences of all individuals it is designed to supp...
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Lessons Learned from a University-School District Partnership to Improve Autism Care in Public Schools Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2024-01-11 Jordan Albright, Alyssa Hernandez, Zinnia Piotrowski, Jacqueline Russo, Diana Cooney, Michelle Nutini, Nicole Sabatino, Donna Dodd, David Mandell, Julie Worley
In 2008 a community-academic partnership was formed between the School District of Philadelphia and our university-based team, Philadelphia Autism Instructional Methods Support. Through this partne...
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Drawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coaching Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-12-26 Narmene Hamsho, Abbey Eisenhower, Megan Galligan, Melissa A. Collier-Meek, Yasamin Bolourian, Sarah Levinson, Jan Blacher
Most teachers report wanting more training and support to teach autistic students. Individual, autism-focused coaching is a promising approach for improving teacher self-efficacy and autistic stude...
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Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-12-26 Lori B. Vincent, Kate A. Helbig, Elizabeth L.W. McKenney
This article introduces the special issue focused on consultation and collaboration to support meaningful and socially valid outcomes for autistic people. The purpose of this special issue is to hi...
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Multicultural Considerations for Behaviorally-Focused Consultation: A Systematic Review Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-11-24 Kelsey M. Ragan, Brandon S. Parker
School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically ma...
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Exploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schools Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-10-16 Lauren Brodsky, Anastasiia Iun, Alexis Ervin, Amy L. Cook, Melissa Pearrow
The National Association of School Psychology recognizes the role that family engagement holds on school functioning and student outcomes. This article describes a qualitative study using construct...
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School-Clinic Collaboration to Improve Equitable and Efficient Autism Identification Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-10-06 Chelsea Quick, Bryn Harris, Megan E. Golson, Maryellen Brunson McClain, Jeffrey D. Shahidullah
Autism evaluation processes are often fragmented and lead to delays in accurate identification and services. These inefficient processes also lead to substantial burden on families when navigating ...
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Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-09-29 Hao-Jan Luh, Zachary C. LaBrot, Cagla Cobek, Ryan Sunda, Lindsay M. Fallon
Training in school-based consultation may encompass instruction on various consultation models, aims, and work with various partners. However, it is unclear how trainers currently structure coursew...
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Acknowledgements Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-09-13 Daniel S. Newman
Published in Journal of Educational and Psychological Consultation (Vol. 33, No. 4, 2023)
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English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-07-29 Lucy L. Purgason, Glenda Johnson, Olivia Vallecillo, Christian Covington, Robyn H. Parker, Samantha Airhart-Larraga
ABSTRACT Understanding emergent bilingual (EB) students’ needs is important for school-based professionals supporting students’ academic and social-emotional development. English as a Second Language (ESL) teachers often have the most contact with EB students; however, research on interprofessional collaboration between school counselors (SCs) and ESL teachers is limited. The aim of this study was
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Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-07-26 Kate A. Helbig, Stefanie R. Schrieber, Keith C Radley, James Dereiux
ABSTRACT Social deficits are often a core area of development for students in special education, thus schools are charged with providing social skills interventions. Although many strategies are available, few schools successfully employ evidence-based interventions for students with autism and related disabilities. A way to address these concerns while simultaneously supporting teachers is the enactment
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Steadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary School Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-07-17 Anne Gregory, Gabrielle Moya, Stephanie Jimenez, Jacqueline Zenou, Allison Rae Ward-Seidel, Francis Huang
ABSTRACT Prior to 2020, schools across the nation undertook school discipline reform. Then, the COVID-19 pandemic struck. Unknown is whether schools remained steadfast in their commitment to restorative practice (RP). The current case study examined student (n = 53–86) and staff surveys (n = 49–62) before and during the pandemic. It also examined the nature of the RP consultancy and leadership values
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Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-07-10 Wesley A. Sims, Kathleen R. King, June L. Preast, Matthew K. Burns, Sarah Panameño
ABSTRACT Given the widespread use of school-based problem-solving teams (SB PSTs), empirical evidence establishing their effectiveness is essential. Guided by the Input-Mediator-Output-Input (IMOI) Framework, this meta-analysis examined SB PST effectiveness generally and differentiated measured effects by targeted outcomes and specific SB PST processes used. Data from 13 studies (14 effects) yielded
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In Memoriam Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-06-29 Timothy E. Heron, Michael B. Ruef
Published in Journal of Educational and Psychological Consultation (Vol. 33, No. 4, 2023)
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The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-06-24 Ann C. Jolly, Kristen D. Beach, Heather H. Aiken, Steven J. Amendum
ABSTRACT The field of education relies heavily on instructional coaches to build teacher capacity in the implementation of evidence-based practices (EBPs). Although observation tools are commonly used to measure the fidelity of implementation by teachers, fewer tools are available to identify specific coaching behaviors used during in situ coaching sessions focused on supporting teachers with implementing
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Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-06-07 Evan H. Dart, Keith C Radley, Kate A. Helbig, Chelsea Salvatore
Social communication deficits are one of the defining features of autism spectrum disorder. In schools, social communication deficits are assumed to be due to a skill acquisition issue and remediat...
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Restorative Schools: A Consultation Case Study for Moving from Theory to Practice Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2023-03-20 Annmary S. Abdou, John Brady, Amy Jane Griffiths, Alec Burrola, julie vue
The current case study examines the process and components of a multi-site school-wide restorative justice (SWRJ) implementation program. Using Participatory Action Research (PAR) methodology and t...
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Advancing Preservice Consultation Training Through University-Community Partnership Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-12-15 Adena B. Meyers, Mark E. Swerdlik, Megan Donnelly, Kela LeShoure
ABSTRACT This paper describes consultation training experiences offered through a decades-long partnership between a university school psychology graduate program and a local Head Start center. The collaboration provides a field placement setting where beginning students engage in activities tied to first-year coursework, and an advanced practicum site for doctoral students who oversee first-year students’
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NASP 2020 Professional Practice Standards: Applications and Opportunities for School-Based Consultation Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-12-11 Pamela Fenning, Melissa Pearrow, Natalie Politikos
ABSTRACT In this introduction to the special issue, we outline primary NASP Standards revisions which afford an opportunity for school psychologists (SP) to take on a more prominent role in school-based consultation grounded in social justice and equity. We point to advocacy in the NASP (2020) Standards for a lower 1:500 SP to student ratio, changes made to the description of particular NASP domains
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Development and Examination of a Trainee-Led ECHO Autism Network for Rural Healthcare Providers Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-12-05 Garrett Cardon, Ethan Dahl, Diana Maria Diaków, Alyssa A Neumann, Kalley Mallone, Haley Permar, Kandice Benallie, Taylor Clark, Cassity Haverkamp, Rebecca Lindsey, Sebastian Romero, Whitney Sherman, Canyon Hardesty, Paul Carbone, Terisa Gabrielsen
Rural healthcare providers face numerous challenges in caring for autistic individuals. Some of the most common obstacles to optimal services include lack of specialized training and expertise, res...
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The Importance of following Legal Requirements: Factors that Lead to Parent Satisfaction with the Individualized Education Program Meeting Process Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-11-17 Tracy Gershwin, Lanya McKittrick, Amy Kilpatrick
The individualized education program (IEP) is often referred to as the most important plan designed to provide students with disabilities a free and appropriate public education that requires famil...
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Reflections on Consultation: Applying a DisCrit and Equitable Implementation Lens to Help School Psychologists Disrupt Disparities Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-10-07 Melissa A. Collier-Meek, Thomas R. Kratochwill, Hao-Jan Luh, Lisa M. H. Sanetti, Annisha Susilo
ABSTRACT School psychologists can engage in consultation to address inequities in educational opportunities to support multiply marginalized students. This critical work is codified in the NASP 2020 Practice Model, which outlines professional and organizational principles to facilitate school psychologists’ engagement in equitable, effective supports to students, schools, and families. However, the
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The Role of Sensemaking in the Organizational Consultation Process in Schools Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-10-06 Jose M. Castillo, Andy Garbacz, William R. Black, Dia Davis, Emily Wingate, David Furjanic
Research on organizational consultation in schools demonstrates increased implementation of evidence-based practices by consultees and improved outcomes for students. Implementation science increas...
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Acknowledgements Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-09-19 Daniel S. Newman
Published in Journal of Educational and Psychological Consultation (Vol. 32, No. 4, 2022)
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Promoting Equity and Social Justice in Manuscript Writing: Tips for Authors Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-09-13 Amity Noltemeyer, Daniel S. Newman, Sally Grapin, Lindsay Fallon
ABSTRACT This document is intended to promote equity and social justice in the writing process by supporting authors’ engagement in self-reflection and bias monitoring as they develop manuscripts for publication. The document is intended to serve as a companion to our Tips for Reviewers, which was previously developed to promote a more equitable peer review process.
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“It’s the Teacher’s Responsibility:” Examining Pre-service and In-service Teachers’ Responses to Racial Discrimination Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-08-05 Blair A. Baker, Summer Davis, Kerrie G. Wilkins-Yel, Atrayee Mukherjee, Adrian Paneto
ABSTRACT In K-12 settings, misunderstandings of racial dynamics and color-blind attitudes may stymie teachers from adequately addressing racial discrimination amongst students. This study qualitatively asked if, why, and how pre- and in-service teachers would hypothetically intervene on racial discrimination toward a Black student, and whether color-blind racial attitudes in teachers manifest in their
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An Examination of Training in Ecological-Positive Support Consultation Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-07-15 Karen Callan Stoiber, Maribeth Gettinger, Zachary A. Bella, K. Leigh Monahan
ABSTRACT Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called Positive Environment and Behavior for Building Learning and Engagement (PEBBLE). PEBBLE incorporates
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A Qualitative Review of Pre-Service Training of Educational Psychology Consultants in the United Kingdom Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-06-23 Sandra Dunsmuir, Emma-Kate Kennedy, Jane Lang, Jeremy J. Monsen
ABSTRACT In the field of Educational Psychology, consultation is both a core competency to be achieved by the end of pre-service training and a practice that infuses all aspects of service delivery post-qualification. The present study aimed to explore the perspectives of university educators on preparing trainee educational psychologists to consult, especially following significant systemic change
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Removal of Refugee Protections: Impact on Refugee Education, Mental Health, Coping, and Advocacy Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-06-11 Colleen R. O’Neal, Su Chen Tan, Jasmine E. Parrott, Shannon W. Martin
ABSTRACT The purpose of this study was to explore the impact of the removal of refugee protections on refugee education and mental health, in addition to the protective roles of advocacy, community, and religion. We conducted semi-structured interviews with seven Chin refugees from Myanmar who were refugee school leaders in Malaysia (mean age = 23; 57% female); we also interviewed four Malaysian citizens
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The Effectiveness of Technology-Delivered Conjoint Behavioral Consultation: Addressing Rural Student and Family Needs Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-06-04 Amanda L. Witte, Rachel E. Schumacher, Susan M. Sheridan
ABSTRACT Conjoint Behavioral Consultation (CBC) is an indirect intervention delivered by a consultant, wherein parents and teachers engage in collaborative problem-solving. This small-n study investigated the effects of remote videoconference delivery of CBC (Tele-CBC) in a rural region. The effectiveness of Tele-CBC was tested using a concurrent multiple baseline across participants design replicated
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Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-05-29 Kizzy Albritton, Rachel Stein
ABSTRACT Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium
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Organizational Consultation to Promote Equitable School Behavioral Data Practices Using the Participatory Culture-Specific Intervention Model Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-05-23 Kristy L. Brann, Shereen C. Naser, Mac Clough
ABSTRACT The current study describes the process of a participatory consultation framework, the Participatory Culture Specific Intervention Model (PCSIM), to plan and implement a data-based decision-making framework. The framework integrates proactive and systematic identification of emotional and behavioral needs as well as cognitive psychology techniques to promote more deliberate teacher decision
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The Results of a Federally Funded Long-Term Consultation Training Model Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-05-04 Kristin Powers, Kristi S. Hagans, Katherine Lacy
ABSTRACT For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions
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Promoting Professional Practice Standards through Consultation Training: Opportunities from a University-School District Partnership Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-05-03 Brian C. McKevitt, Karin L. Mussman, Kami L. Jessop
ABSTRACT The National Association of School Psychologists’ Professional Standards delineate 10 domains of professional practice that are infused into graduate preparation, credentialing recommendations, and service delivery. School psychology graduate students need exposure to, and practice with, these domains. A university-based graduate class in consultation skills is an ideal mechanism for learning
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A Practical Guide on Problem-Solving Teleconsultation in Schools Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-05-02 Hunter C. King, Shengtian Wu, Bradley S. Bloomfield, Aaron J. Fischer, Lauren E. Martone
ABSTRACT School consultants often use problem-solving consultation when working with educators and caregivers to support the behavioral and academic outcomes of students. Considering some of the well-known limitations to in-person service delivery, consultants have increasingly relied on telecommunications as a medium through which to deliver problem-solving consultation, namely teleconsultation. Thus
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Effects of a Problem-Solving Team Consultation on the Problem-Solving Process: An Evaluation of Concept Knowledge, Implementation Integrity, and Student Outcomes Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-04-29 Cara Vaccarello, Thomas R. Kratochwill, Jennifer M. Asmus
ABSTRACT We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., Outcomes: Planning Monitoring, and Evaluating [Outcomes: PME]) and subsequent performance feedback and training
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Parent, Teacher, and Student Perceptions of Conjoint Behavioral Consultation for Middle School Students Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-03-21 S. Andrew Garbacz, Phoebe Jordan, Tanya Novotnak, Kaitlyn Young, Miranda Zahn, Mitchell A. Markham
ABSTRACT The purpose of this study was to obtain perspectives of parents, teachers, and students about the contextual fit of conjoint behavioral consultation for supporting middle school students with emotional and behavior concerns. Participants were eight parents of middle school students with elevated behavior risk, eight middle school students with elevated behavior risk, and four middle school
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Mutually Beneficial: A Head Start-School Psychology Program Partnership Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-01-24 Antoinette Halsell Miranda, Stephanie Flood, Rachel McConnell, Terri Blake, Kenyona Walker
ABSTRACT Since Head Start’s inception, mental health has been an important component of their service delivery. The Head Start Performance Standards provide a foundation for programs to design and deliver mental health services. Mental Health Consultants are the professionals who provide these services. Head Start has a robust history of building collaborative relationships with community partners
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Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-01-20 Karen C. Stoiber, Maribeth Gettinger, Zachary A. Bella, K. Leigh Monahan
ABSTRACT This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers’ instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on evidence-based practices in positive and preventative
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Working Together Toward Social Justice, Anti-racism, and Equity: One-Year Reflections on the Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-01-05 Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay Fallon, Gregory E. Moy, Colleen O’Neal, Skyler VanMeter
ABSTRACT The purpose of this statement is to reflect upon progress made during the past year in promoting anti-racism, social justice, and equity as committed to by leaders from the Journal of Educational and Psychological Consultation and School Psychology International. Action steps from 2021 are reviewed, and priorities for 2022 are identified.
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Qualitative and Mixed Methods Research in Educational and Psychological Consultation: Introduction to the Special Issue Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-12-09 Daniel S. Newman
ABSTRACT This article introduces the special issue focused on qualitative and mixed methods (QMM) research in educational and psychological consultation. The purposes of the special issue, to highlight the role of QMM in studying school consultation and to guide future QMM research, are considered, and each of five featured articles are briefly introduced.
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Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2022-01-05 Elizabeth Vera, Amy Heineke, Anna Schultes, Plamena Daskalova
ABSTRACT Understanding the needs of emergent bilingual learners (EBLs) is important for consultants working to promote inclusive, affirming school environments. Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of experiences of EBLs attending high schools in the United States. In this pre-consultation
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Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-12-06 Katya Sussman, Matthew K. Burns, Erica S. Lembke
ABSTRACT The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and
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Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-10-29 Leah M. Nellis, Brandon J. Wood
ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’
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Acknowledgments Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-09-06 Daniel S. Newman
(2021). Acknowledgments. Journal of Educational and Psychological Consultation: Vol. 31, No. 4, pp. 498-499.
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Infant and Early Childhood Mental Health Consultation in the Context of a Statewide Expulsion Prevention Initiative Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-10-09 Nicola A. Conners Edge, Angela Kyzer, Annie E. Davis, Kimberly Whitman
ABSTRACT This paper focuses on outcomes for Infant and Early Childhood Mental Health Consultation (IECMHC) provided to early education teachers as part of a tiered statewide expulsion prevention initiative. In a sample of 360 children (83.3% male, 66.6% White, 88.1% with clinically elevated externalizing behavior at baseline) at risk for expulsion, outcomes from consultation are described, including
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Training Future School and Clinical Psychology Leaders in Consultation for Early Childhood Education Settings Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-10-03 Doré R. LaForett, Marissa A. Bivona, Julia Mendez Smith, Amanda P. Williford
ABSTRACT This paper describes how training school and clinical psychology graduate students in early childhood mental health consultation (ECMHC) has the potential to fill gaps in the ECMHC workforce, enhance the capacity of early care and education (ECE) providers to effectively support the mental health needs of children and families, and help ECE programs provide equitable services to children and
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Promoting Family Centered Support Assessment and Intervention Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-08-30 S. Andrew Garbacz, Kevin J. Moore, Anne M. Mauricio, Elizabeth A. Stormshak
ABSTRACT This paper describes a new paradigm for addressing threats of school violence. We advance a family-centered approach to supporting students to address the contextual characteristics of school violence and promote collaboration among families, school personnel, and students. We present a case study that demonstrate the utility of this family-centered approach. We conclude by articulating practice
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Culturally Responsive Early Childhood Consultation Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-08-25 Elizabeth A. Steed, Tessa A. Kranski
ABSTRACT Racially disproportionate discipline compromises children’s rights and perpetuates racial inequalities that begin in preschool. This paper describes the use of culturally responsive early childhood consultation that may be used to reduce preschool suspension and expulsion, focusing on increasing early childhood teachers’ cultural competence and use of instructional strategies to counter the
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Efficacy of Remote as Compared to In-Person School Psychological Services: A Rapid Systematic Evidence Review Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-08-25 Alexa von Hagen, Bettina Müller, Anna Sedlak, Gerhard Bachmann, Jana Herbert, Gerhard Büttner
ABSTRACT As a consequence of the Covid-19 pandemic, remote school psychological services have increased notably in many countries. With the aim of supporting evidence-based practices, we conducted a rapid systematic evidence review on the efficacy of remote as compared to in-person school psychological services. From a total of 3,873 references identified through our search, only three (< 1%) met eligibility
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School Psychologists as Preschool Consultants: Scaling up Classroom-Based Program-Wide Positive Behavior Supports Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-08-08 Lyndsie A. Erdy, Rachel A. Eisenberg, Tamara Acuna-Wika, Lisa M. Stash
ABSTRACT Implementation of multi-tiered frameworks for supporting staff behavior in preschools requires collaboration with skilled professionals. Given their training and skillset, school psychologists are uniquely equipped to fill this role; however, limited existing research guides practitioners in maximizing their potential as systems-level consultants in preschools, specifically through the application
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Understanding School-Based Consultation as Engineering Using a Mix of Methods Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-08-02 Stephen D. Truscott, Diane M. Truscott, Michelle L. Washington, Katherine E. McLendon
ABSTRACT The central purpose of school-based consultation is making psychological and educational knowledge accessible to teachers, parents, systems, and communities so that it becomes standard practice. Current research methods based on limited scientific paradigms have not adequately addressed that purpose. Applied research based on engineering is a better model to study the complex problems at the
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Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-07-16 Jenna M. Klaft, Robin S. Codding
ABSTRACT Management of classroom behavior is one of the primary responsibilities of teachers, yet teachers report they receive little to no training in this area. Research demonstrates that classrooms with poor behavior management lead to negative outcomes for students and teachers. Behavioral Skills Training (BST) may be an effective model for supporting teachers on the use of the Good Behavior Game
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Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-03-11 Elisa S. Shernoff, Stacy L. Frazier, Christine Lisetti, Alban Delmarre, Zainab Bibi, Joseph Gabbard
ABSTRACT Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers
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Exploring Educators’ Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-03-10 Eoin Bastable, Kent McIntosh, Sarah Fairbanks Falcon, Paul Meng
ABSTRACT As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators’ commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others’ active commitment to racial equity in school discipline
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Promoting Quality of Mixed Methods Consultation Research: A Synergistic Participatory Framework Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-02-25 Bonnie K. Nastasi, John H. Hitchcock, Raquel Gutierrez, Stephanie Oshrin
ABSTRACT The purpose of this article is to provide researchers with a framework for promoting high quality mixed methods school-based consultation research. Furthermore, this article is intended for researchers and practitioners interested in evaluating their practice. To meet these objectives, we address quality criteria for quantitative (validity) and qualitative (trustworthiness). From there, we
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Journal of Educational and Psychological Consultation Editor’s Vision: Ecological Perspectives on Consultation Scholarship During a Time of Need Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2021-01-15 Daniel S. Newman
(2021). Journal of Educational and Psychological Consultation Editor’s Vision: Ecological Perspectives on Consultation Scholarship During a Time of Need. Journal of Educational and Psychological Consultation: Vol. 31, Educational and Psychological Consultation within Community–University Partnerships, pp. 1-7.
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Working Together Towards Social Justice, Anti-Racism, and Equity: A Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International Journal of Educational and Psychological Consultation (IF 1.603) Pub Date : 2020-11-18 Daniel S. Newman, Kizzy Albritton, Courtenay Barrett, Lindsay Fallon, Gregory E. Moy, Colleen O’Neal, Skyler VanMeter
(2021). Working Together Towards Social Justice, Anti-Racism, and Equity: A Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International. Journal of Educational and Psychological Consultation: Vol. 31, Educational and Psychological Consultation within Community–University Partnerships, pp. 8-12.