Journal of Educational and Psychological Consultation最新文献

{"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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}

{"title":"Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs","authors":"Hao-Jan Luh, Zachary C. LaBrot, Cagla Cobek, Ryan Sunda, Lindsay M. Fallon","doi":"10.1080/10474412.2023.2261921","DOIUrl":"https://doi.org/10.1080/10474412.2023.2261921","url":null,"abstract":"ABSTRACTTraining 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 coursework and the extent to which social justice is embedded in class. Therefore, we conducted a systematic replication of Hazel et al. (2010) analyses of consultation training syllabi. We analyzed 63 syllabi from 55 school psychology programs. We found many course instructors grounded training in problem-solving models. Trainers assigned at least one reading or assignment related to multicultural considerations or social justice, but social justice was rarely centered as a training goal. As compared to the Hazel et al. previous findings, we noted more syllabi incorporating topics on teleconsultation and self-reflection, which may be critical to advancing social justice in consultation. Limitations and implications of findings are discussed, including the need to more comprehensively incorporate social justice themes in all aspects of school consultation training.KEYWORDS: Consultationmulticultural considerationssocial justicetrainingsyllabi analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsHao-Jan LuhHao-Jan Luh, PhD, is an Assistant Professor of School Psychology at Rowan University. His research interests include implementation science, cultural adaptation, and consultation.Zachary C. LaBrotZachary C LaBrot, PhD, is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. His research interests include multitiered consultation for teachers, implementation supports for early childhood educators, and supporting families with their children’s academic and behavioral needs.Cagla CobekCagla Cobek, M.A., is a third-year school psychology PhD student at the University of Southern Mississippi. Her research interests include teacher mentorship interventions for junior teachers and supporting teachers’ classroom management.Ryan SundaRyan Sunda is a second-year school psychology PhD student at the University of Massachusetts Boston. His research interests include the mentorship of beginning and lateral entry teachers and the implementation of school-wide antiracism programming for educators.Lindsay M. FallonLindsay M Fallon, PhD, is an Associate Professor in the School Psychology Program at University of Massachusetts Boston. Her research interests include multi-tiered systems of support for behavior to advance racial equity, implementation science, systems change, and social justice. She is an Associate Editor of the Journal of Educational and Psychological Consultation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243673","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":"English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students","authors":"Lucy L. Purgason, Glenda Johnson, Olivia Vallecillo, Christian Covington, Robyn H. Parker, Samantha Airhart-Larraga","doi":"10.1080/10474412.2023.2240304","DOIUrl":"https://doi.org/10.1080/10474412.2023.2240304","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43423741","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":"Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities","authors":"Kate A. Helbig, S. Schrieber, Keith C. Radley, James R. Derieux","doi":"10.1080/10474412.2023.2239796","DOIUrl":"https://doi.org/10.1080/10474412.2023.2239796","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45591829","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":"Steadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary School","authors":"A. Gregory, Gabrielle Moya, S. Jimenez, Jacqueline Zenou, A. Ward-Seidel, Francis L. Huang","doi":"10.1080/10474412.2023.2234365","DOIUrl":"https://doi.org/10.1080/10474412.2023.2234365","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44580319","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":"Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects","authors":"Wesley A. Sims, Kathleen R King, June L. Preast, M. Burns, Sarah Panameño","doi":"10.1080/10474412.2023.2232785","DOIUrl":"https://doi.org/10.1080/10474412.2023.2232785","url":null,"abstract":"","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43480076","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":"Removal of Refugee Protections: Impact on Refugee Education, Mental Health, Coping, and Advocacy","authors":"Colleen R. O’Neal, S. Tan, Jasmine E. Parrott, Shannon W. Martin","doi":"10.1080/10474412.2022.2086877","DOIUrl":"https://doi.org/10.1080/10474412.2022.2086877","url":null,"abstract":"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, with expertise in refugee education (mean age = 35; 100% female). We conducted follow-up interviews with five of the Chin participants. We found that (a) Chin refugees were deeply concerned about how removal of protections impacted refugee education, fears of refoulement, and the well-being of their refugee education community; (b) Logistical, community, and emotional support played a protective role; and (c) An unprecedented multi-step advocacy process by the Chin community contributed to successful reinstatement of their refugee protections, including protections for their refugee schools. Discussion addresses the importance of pre-consultation school research on policy impacts and advocacy with marginalized school communities prior to starting consultation, with a focus on how refugee community protective factors and advocacy can act as forms of resilience in the face of negative policy impacts on education and mental health.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":null,"pages":null},"PeriodicalIF":1.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42364769","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}