Journal of Educational and Psychological Consultation最新文献_第10页

Recent Methodological Advancements in Indirect Service Delivery: An Introduction to the Special Issue 间接服务提供方法的最新进展:特刊导论

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-06-23 DOI: 10.1080/10474412.2020.1785885

Jennifer M. Cooper, Tyler E. Smith, Shannon R. Holmes, June L. Preast, Bradley S. Bloomfield, S. Sheridan

引用次数: 0

Disproportionality in School Discipline and Juvenile Justice Systems: The Past and Future Role of Psychological Consultation to Promote Equity 学校纪律和青少年司法系统中的不均衡：心理咨询在促进公平方面的过去和未来作用

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-06-20 DOI: 10.1080/10474412.2020.1777873

Janay B. Sander, Deidra L. Bibbs

引用次数: 8

Qualitative Research Methods Render and Advance Consultation Practice: Here’s Why that Matters 质性研究方法，提供和推进咨询实践:这就是为什么它很重要

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-06-04 DOI: 10.1080/10474412.2020.1768859

M. Clare

引用次数: 5

Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies 日常成绩单干预咨询的成本效益：面对面和在线实施策略的比较

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-05-18 DOI: 10.1080/10474412.2020.1759428

J. Owens, Samantha M. Margherio, Mary Lee, Steven W. Evans, D. Crowley, Erika K Coles, Clifton S. Mixon

{"title":"Cost-effectiveness of Consultation for a Daily Report Card Intervention: Comparing In-Person and Online Implementation Strategies","authors":"J. Owens, Samantha M. Margherio, Mary Lee, Steven W. Evans, D. Crowley, Erika K Coles, Clifton S. Mixon","doi":"10.1080/10474412.2020.1759428","DOIUrl":"https://doi.org/10.1080/10474412.2020.1759428","url":null,"abstract":"ABSTRACT Teachers can implement a high quality Daily Report Card (DRC) intervention when they receive face-to-face consultation or interactive online supports. Yet, it is unclear which method is most cost-effective. Using an ingredients-based approach and societal perspective, we examined costs and cost-effectiveness (compared to typical practice) of three implementation strategies (face-to-face standard consultation, face-to-face enhanced consultation, interactive online supports) with 112 elementary school teachers. Teachers received consultation for DRC implementation with one student with or at risk for ADHD. Over 2 months, we collected data on teachers’ implementation and changes in student behaviors. Regarding cost per student, enhanced consultation was the most costly ($864), followed by standard consultation ($634) and interactive online supports ($307). Regarding cost-effectiveness (costs required to achieve the desired effect beyond typical practice), interactive online supports were the most cost-effective followed by enhanced consultation and standard consultation. We discuss implications for research and maximizing outcomes given dollars spent.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1759428","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48506950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions 拆封联合行为咨询:家长与教师互动的潜在特征分析

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-05-06 DOI: 10.1080/10474412.2020.1759080

Shannon R. Holmes, S. Sheridan, Tyler E. Smith

{"title":"Unpacking Conjoint Behavioral Consultation: A Latent Profile Analysis of Parent-Teacher Interactions","authors":"Shannon R. Holmes, S. Sheridan, Tyler E. Smith","doi":"10.1080/10474412.2020.1759080","DOIUrl":"https://doi.org/10.1080/10474412.2020.1759080","url":null,"abstract":"ABSTRACT Conjoint behavioral consultation (CBC) is a model of consultation wherein parents and teachers partner to address children’s social-behavioral concerns. The teacher-parent relationship has proven critical to the success of CBC, yet little is known about the dynamics in CBC that may promote these relationships. This study explored interactions among teachers and parents during CBC. Using latent profile analysis, four interactional sense-making behaviors (i.e., engagement, perspective-taking, turn-taking, and coherence) were examined among 193 parents and teachers participating in CBC. Three classes of interactions emerged – one class characterized by high interactional sense-making (18%), another characterized by moderate interactional sense-making (69%), and one class characterized by low interactional sense-making (13%). Follow-up analyses suggested differences in the quality of this relationship based on the interactions displayed by parents and teachers, with dyads that displayed high and moderate patterns of interactional sense-making reporting better quality relationships than those demonstrating low patterns of interactional sense-making.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1759080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41783453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis 基于咨询的家庭-学校参与对学生和家长结果的影响：Meta分析

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-15 DOI: 10.1080/10474412.2020.1749062

Tyler E. Smith, Shannon R. Holmes, S. Sheridan, Jennifer M. Cooper, Bradley S. Bloomfield, June L. Preast

{"title":"The Effects of Consultation-based Family-school Engagement on Student and Parent Outcomes: A Meta-analysis","authors":"Tyler E. Smith, Shannon R. Holmes, S. Sheridan, Jennifer M. Cooper, Bradley S. Bloomfield, June L. Preast","doi":"10.1080/10474412.2020.1749062","DOIUrl":"https://doi.org/10.1080/10474412.2020.1749062","url":null,"abstract":"ABSTRACT Given that consultation has consistently yielded benefits for clients and consultees, it is likely an effective method of promoting family-school engagement. Thus, this meta-analysis examined the effects of consultation-based family-school engagement on child and parent outcomes, and complementary intervention methods used in conjunction with consultation. This study also sought to advance consultation research via a contemporary meta-analytic technique, robust variance estimation (RVE). Analyses yielded significant effects of consultation-based family-school engagement on children’s social-behavioral competence (δ = 0.34), mental health (δ = 0.37), and academic achievement (δ = 0.27). Significant effects for parent practices (δ = 0.53), parent attitudes (δ = 0.49), and relational outcomes (δ = 0.37) were also found. Complementary intervention methods revealed significant effects across various child, parent, and relational outcomes. Results indicate benefits of consultation-based family-school engagement for key outcomes and have implications for utilizing complementary methods to augment the net effects of consultation for valuable stakeholders.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1749062","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48929933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 14

Culturally Responsive Consultation Among Practicing School Psychologists 实习学校心理学家的文化响应咨询

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1680293

Janise S. Parker, J. Castillo, Sujay V. Sabnis, Julie G. Daye, P. Hanson

{"title":"Culturally Responsive Consultation Among Practicing School Psychologists","authors":"Janise S. Parker, J. Castillo, Sujay V. Sabnis, Julie G. Daye, P. Hanson","doi":"10.1080/10474412.2019.1680293","DOIUrl":"https://doi.org/10.1080/10474412.2019.1680293","url":null,"abstract":"ABSTRACT School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1680293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43713342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 15

Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project 支持学校参与国家级RtI实施项目的RtI教练角色、责任和经验的定性调查

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1687310

Amanda L. March, J. Castillo, Julie G. Daye, Lisa P. Bateman, C. Gelley

{"title":"Qualitative Investigation of RtI Coaches Roles, Responsibilities, and Experiences Supporting Schools Participating in a State Level RtI Implementation Project","authors":"Amanda L. March, J. Castillo, Julie G. Daye, Lisa P. Bateman, C. Gelley","doi":"10.1080/10474412.2019.1687310","DOIUrl":"https://doi.org/10.1080/10474412.2019.1687310","url":null,"abstract":"ABSTRACT Systems coaching is a professional development approach focusing on the implementation fidelity of evidence-based practices and whole school reform efforts such as Response to Intervention (RtI). However, the roles, responsibilities, and supports required by systems coaches, and how the work of those tasked with facilitating capacity for RtI implementation manifests within complex and multifaceted school environments remains unclear. The purpose of the current exploratory study was to investigate coaches’ perspectives and experiences related to RtI implementation to illustrate systems coaching in context. Ten coaches providing job-embedded support for RtI implementation across 34 schools in one state participated in semi-structured interviews. A constant-comparative and matrix analysis approach was used to generate codes and themes. Results indicated systems coaches experience a number of systemic and contextually dependent facilitators and barriers to their work, providing implications for RtI coaches’ preparation, ongoing support, and current practices, as well as directions for future research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1687310","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Evaluating Universal Screening with Community-Oriented Collaboration on Students’ Receipt of Social, Emotional, and Behavioral Intervention 以社区为导向的合作评估普遍筛查对学生接受社会、情感和行为干预的影响

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1654882

Kristy L. Brann, M. Maras, Mills K. Smith-Millman, J. Splett, Kayla Kilpatrick

{"title":"Evaluating Universal Screening with Community-Oriented Collaboration on Students’ Receipt of Social, Emotional, and Behavioral Intervention","authors":"Kristy L. Brann, M. Maras, Mills K. Smith-Millman, J. Splett, Kayla Kilpatrick","doi":"10.1080/10474412.2019.1654882","DOIUrl":"https://doi.org/10.1080/10474412.2019.1654882","url":null,"abstract":"ABSTRACT Tiered response models encourage a proactive approach to identification of social-emotional needs and intervention. However, schools experience barriers to adopting and implementing such models that use data to allocate interventions. The current study examines the utility of a universal social-emotional learning (SEL) screening system embedded in an empowerment evaluation framework to improve intervention receipt. Teachers at two primary elementary schools rated all students with an SEL screening system in a tiered response model. The intervention school received screening results with empowerment evaluation supports while the comparison school did not receive screening results and proceeded with intervention decision-making as usual. Intervention receipt results were analyzed with chi-square tests and descriptive comparisons. The intervention school served a greater number of students with interventions, was more likely to intervene for students with SEL need, and implemented a greater number of small-group interventions than the comparison school. Limitations and future directions are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1654882","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47363997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms 持续性脑震荡症状学生的社会和情感支持的定性调查

IF 1.7 4区心理学

Journal of Educational and Psychological Consultation Pub Date : 2020-04-02 DOI: 10.1080/10474412.2019.1649598

S. Davies, E. Bernstein, Corinne M. Daprano

{"title":"A Qualitative Inquiry of Social and Emotional Support for Students with Persistent Concussion Symptoms","authors":"S. Davies, E. Bernstein, Corinne M. Daprano","doi":"10.1080/10474412.2019.1649598","DOIUrl":"https://doi.org/10.1080/10474412.2019.1649598","url":null,"abstract":"ABSTRACT Students who sustain concussions often struggle with social and emotional symptoms. Such symptoms can interfere with students’ academic performance, relationships, and overall sense of well-being. This qualitative study involved interviews with eight adolescents and young adults who sustained concussions as youths and experienced significant social and emotional symptoms; six of the participants’ parents were also interviewed. Grounded theory methodology was used to code the data, construct categories and identify themes, and develop a theoretical model of students’ post-concussion social and emotional issues and potential sources of support. Categories of issues emerging from the interviews included anxiety/stress, depression/sadness, interpersonal difficulties/isolation, and irritability/moodiness. An exploration of barriers and facilitators of recovery revealed themes related to: factors at school, factors at home, medical care, and level of involvement with sports and athletic personnel. The theoretical model highlights important areas for development in school-based consultation to ameliorate students’ post-concussion social and emotional symptoms.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2019.1649598","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43519746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13