Journal of Educational and Psychological Consultation最新文献

{"title":"Race-Conscious Teacher Coaching: Disrupting Implicit Bias and Improving Teachers’ Relationships with Black Students","authors":"Kandace W. Mossing, Tai A. Collins, Daniel S. Newman, Kathleen A. King, Jordan F. Pollard","doi":"10.1080/10474412.2024.2359673","DOIUrl":"https://doi.org/10.1080/10474412.2024.2359673","url":null,"abstract":"Racial discipline disproportionality is a persistent issue in schools with Black students experiencing exclusionary discipline two to three times more than their White peers, and Black males more l...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"67 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141506940","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}

{"title":"Communication Training Within Partners in School: Feasibility, Acceptability, and Usability","authors":"Gazi F. Azad, Isabella Taormina, Victoria Herrera, Yanchen Zhang","doi":"10.1080/10474412.2024.2341382","DOIUrl":"https://doi.org/10.1080/10474412.2024.2341382","url":null,"abstract":"Partners in School is a consultation model adapted from Conjoint Behavioral Consultation where parents and teachers identify a mutual concern for children with Autism and then implement the same ev...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"28 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140570802","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}

{"title":"Process Logs: A Tool to Promote Self-Reflection During Consultation Supervision and Document Consultee-Centered Outcomes","authors":"Amna A. Agha, Courtenay A. Barrett","doi":"10.1080/10474412.2024.2318749","DOIUrl":"https://doi.org/10.1080/10474412.2024.2318749","url":null,"abstract":"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...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"157 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139903971","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}

{"title":"Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation","authors":"Jennifer McGrory Cooper, Shannon R. Holmes, Lauren T. Kaiser, Antoinette Halsell Miranda","doi":"10.1080/10474412.2024.2311370","DOIUrl":"https://doi.org/10.1080/10474412.2024.2311370","url":null,"abstract":"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...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"520 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139759697","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}

{"title":"Lessons Learned from a University-School District Partnership to Improve Autism Care in Public Schools","authors":"Jordan Albright, Alyssa Hernandez, Zinnia Piotrowski, Jacqueline Russo, Diana Cooney, Michelle Nutini, Nicole Sabatino, Donna Dodd, David Mandell, Julie Worley","doi":"10.1080/10474412.2024.2303512","DOIUrl":"https://doi.org/10.1080/10474412.2024.2303512","url":null,"abstract":"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...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"18 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139465068","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}

{"title":"Multicultural Considerations for Behaviorally-Focused Consultation: A Systematic Review","authors":"Kelsey M. Ragan, Brandon S. Parker","doi":"10.1080/10474412.2023.2286258","DOIUrl":"https://doi.org/10.1080/10474412.2023.2286258","url":null,"abstract":"School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically ma...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"99 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138542708","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}

{"title":"Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People","authors":"Lori B. Vincent, Kate A. Helbig, Elizabeth L.W. McKenney","doi":"10.1080/10474412.2023.2284190","DOIUrl":"https://doi.org/10.1080/10474412.2023.2284190","url":null,"abstract":"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...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"86 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138516171","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}

{"title":"Exploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schools","authors":"Lauren Brodsky, Anastasiia Iun, Alexis Ervin, Amy L. Cook, Melissa Pearrow","doi":"10.1080/10474412.2023.2269389","DOIUrl":"https://doi.org/10.1080/10474412.2023.2269389","url":null,"abstract":"ABSTRACTThe 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 constructivist grounded theory to explore systems-level family engagement practices in urban schools that implemented a Comprehensive Behavioral Health Model (CBHM). CBHM uses a data-driven Multi-Tiered System of Supports (MTSS) to provide behavioral and mental health services. Individual semi-structured interviews were conducted with six school psychologists representing seven CBHM-affiliated schools to explore perceptions of school-wide family engagement practices. Qualitative findings included five categories: commitment, communication, fostering a school community, feeling disconnected, and underdeveloped school systems. Findings revealed that families were engaged in various aspects of CBHM, and school psychologists promoted family engagement in multiple ways. However, efforts were at times unconnected to CBHM implementation, necessitating greater dialogue with families to integrate CBHM into wider systems. Implications for systems-level family engagement practices are also described.KEYWORDS: Multi-Tiered System of Supports (MTSS)Comprehensive Behavioral Health Model (CBHM)family engagementSchool-Wide Positive Behavioral Interventions and Supports (SW-PBIS)social-emotional learning (SEL) Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsLauren BrodskyDr. Lauren Brodsky, Ph.D., is a School Psychologist in Pinellas County Public Schools. She conducts comprehensive psychological evaluations, supports facilitation of Tier 3 academic interventions as a part of multi-tiered systems of support, provides behavioral and mental health counseling and crisis de-escalation, and frequently communicates with students' families. To contact Lauren Brodsky, please send an email to Brodskyl@pcsb.org.Anastasiia IunDr. Anastasiia Iun, Ph.D., completed her doctoral training in School Psychology at the University of Massachusetts Boston.Her research interests include development of social-emotional learning, academic, and prosocial skills, cross-cultural adjustment, and mental health. She is also interested in conducting interdisciplinary research in fields of applied behavior analysis, school psychology, and general psychology.Alexis ErvinAlexis Ervin, is a Ph.D. candidate and research fellow at the University of Massachusetts Boston. She has interned at urban schools in Boston, MA.Amy L. CookDr. Amy L. Cook, Ph.D., LMHC (she/her) is an associate professor and chair of the Department of Counseling and School Psychology at the University of Massachusetts Boston. She received a Ph.D. in Educational Psychology, with a concentration in Counseling Psychology, from the University of Connecticut Storrs. She is a former counselor in urban schools and mental health organizations. Her research focuses on","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112845","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}

{"title":"School-Clinic Collaboration to Improve Equitable and Efficient Autism Identification","authors":"Chelsea Quick, Bryn Harris, Megan E. Golson, Maryellen Brunson McClain, Jeffrey D. Shahidullah","doi":"10.1080/10474412.2023.2262451","DOIUrl":"https://doi.org/10.1080/10474412.2023.2262451","url":null,"abstract":"ABSTRACTAutism 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 the autism diagnostic odyssey that often requires information-sharing across providers and settings. Collaboration across schools, clinical settings, and communities can facilitate equitable and efficient access to autism evaluation services. Children and families from minoritized and marginalized backgrounds are particularly positioned to benefit from school-clinic collaboration. This paper (1) highlights the current state of autism identification and systems inefficiencies and inequities along racial/ethnic/socioeconomic lines, (2) compares the processes, benefits, and challenges between educational identification and clinical diagnosis of autism, (3) describes how school-clinic collaboration processes can address these systems inefficiencies and inequities, (4) presents examples of models that use school-clinic collaboration, and (5) offers specific recommendations for providers. Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1 A note on language/terminology: In this paper we interchangeably use person-first and identity-first language. Person first language is generally thought to be more respectful and reduce dehumanizing language, however it is widely accepted that people who have received an autism diagnosis prefer identity-first language due to person-first language feeling stigmatizing, such as referring to someone who “struggles with” a diagnosis. Identity-first language is also a way to signify pride in one’s identity (Brown, Citationn.d.). No community is a monolith, and it is important to honor the individual on a case-by-case basis.Additional informationNotes on contributorsChelsea QuickChelsea Quick, PhD is a Psychologist at Action Behavior Centers in Denver, CO.Bryn HarrisBryn Harris, PhD is a Professor at the University of Colorado - Denver.Megan E. GolsonMegan E. Golson, PhD is a Postdoctoral Fellow at Mailman Center for Child Development in Miami, FL.Maryellen Brunson McClainMaryellen Brunson McClain, PhD, is an Associate Professor in the School Psychology Program at Indiana University - Bloomington.Jeffrey D. ShahidullahJeffrey D. Shahidullah, PhD, is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences within Dell Medical School at University of Texas at Austin.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135347693","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}

{"title":"Drawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coaching","authors":"Narmene Hamsho, Abbey Eisenhower, Megan Galligan, Melissa A. Collier-Meek, Yasamin Bolourian, Sarah Levinson, Jan Blacher","doi":"10.1080/10474412.2023.2262450","DOIUrl":"https://doi.org/10.1080/10474412.2023.2262450","url":null,"abstract":"ABSTRACTMost 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 student outcomes. Given the high workload demands of coaching, it must be feasible and acceptable. This study considers coaches’, teachers’, and autistic peoples’ perspectives to identify key components integral to autism-focused coaching as well as strategies that enhance the feasibility and acceptability of each component. Interviews with seven K-2nd grade teachers, ten autistic adolescents and adults, and a focus group with six coaches were qualitatively examined using an inductive approach and incorporated grounded theory practices to develop an autism-focused coaching framework. This framework consists of four contextual elements that were identified as crucial to coaching within an autism-specific context, including the use of a neurodiversity-affirming lens and coaches’ strong autism knowledge. This framework also comprises eight sequential coaching components informed by principles of adult learning theory (e.g. observation, feedback, self-reflection) that are generalizable to supporting teachers’ work with autistic and neurodivergent students. These findings offer guidance to coaches and program developers regarding key components to implement when working with teachers supporting autistic students. We highlight specific recommendations within each component to maximize the feasibility and social validity of autism-specific coaching. AcknowledgementThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education [Grant R324A180105; J Blacher, P.I., A. Eisenhower, Co-P.I.] and by a Public Service Grant from the University of Massachusetts Boston (A. Eisenhower, P.I.). The opinions expressed are those of the authors and do not necessarily represent views of the Institute of Education Sciences, the U.S. Department of Education, or the University of Massachusetts Boston. Shana Cohen, Ph.D., and Kohrissa Joseph, Ph.D. contributed to initial coding of the interviews with autistic adolescents and adults. We thank our research participants for their generosity of time and insights.Disclosure statementThe authors report there are no competing interests to declare.Notes1 We use identity-first language to reflect the preferences of many members of the autistic community (e.g., Kenny et al., Citation2016; see Bottema-Beutel et al., Citation2021 for an overview).Additional informationFundingThis work was supported by the Institute of Education Sciences [R324A180105]; University of Massachusetts Boston.Notes on contributorsNarmene HamshoNarmene Hamsho is an Assistant Professor within the School Psychology program at Fairleigh Dickinson University’s School of Psychology and Counseling. She pursues a program of research related to educational equity with a focus on reducing opportunity gaps and promoting academic","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136336807","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}