Journal of Educational and Psychological Consultation最新文献

{"title":"Culturally Responsive Early Childhood Consultation","authors":"E. Steed, Tessa A. Kranski","doi":"10.1080/10474412.2021.1969523","DOIUrl":"https://doi.org/10.1080/10474412.2021.1969523","url":null,"abstract":"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 racist educational practices inherent in early childhood educational systems. School psychologists are poised to engage in culturally responsive early childhood consultation given their training in cultural diversity and their expanding role to indirectly and proactively support early educators. Specific competencies are presented for school psychologists to target during culturally responsive consultation with early childhood teachers. While complex and difficult, culturally responsive early childhood consultation has the potential to support early educators to reflect on their own cultural identity, shift their perspectives about Black and Brown children and families, and decrease the likelihood that they will use harsh discipline practices.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":" 1","pages":"244 - 265"},"PeriodicalIF":1.7,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41252369","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 Psychologists as Preschool Consultants: Scaling up Classroom-Based Program-Wide Positive Behavior Supports","authors":"Lyndsie A. Erdy, Rachel A. Eisenberg, Tamara Acuna-Wika, Lisa M. Stash","doi":"10.1080/10474412.2021.1959338","DOIUrl":"https://doi.org/10.1080/10474412.2021.1959338","url":null,"abstract":"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 of systems-level behavioral consultation (BC). This paper provides a detailed description of how two school psychologists applied systems-level BC to address the needs of one preschool, resulting in the implementation of a classroom coaching intervention. Coaching, which focused on staff’s use of Pyramid Model practices in the classroom, consisted of systematic observations and performance feedback across 10 classrooms. Three skills were targeted for improvement: Teaching Expectations, Praise, and Teaching Social Skills. A multiple baseline design showed increases in staff’s skill implementation, and consultees found systems-level BC acceptable. Implications for school psychologists’ role as consultants in preschools are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"294 - 314"},"PeriodicalIF":1.7,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48184518","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":"Understanding School-Based Consultation as Engineering Using a Mix of Methods","authors":"Stephen D. Truscott, D. Truscott, M. Washington, K. McLendon","doi":"10.1080/10474412.2021.1954528","DOIUrl":"https://doi.org/10.1080/10474412.2021.1954528","url":null,"abstract":"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 interface of psychoeducational science, indirect service, and classroom practice in a diverse, pluralistic society. Such research requires a mix of methods focused on producing usable knowledge about the practices and processes of school-based consultation. Mixed method research may be particularly well suited to that task because it a) recognizes the composite expertise of the participants; b) features pragmatic approaches to merge education science with application and implementation realities; and c) acknowledges that educational systems are inherently relational. We provide additional considerations that may be useful as researchers tackle the thorny problems of applied school-based consultation research.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"106 - 123"},"PeriodicalIF":1.7,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1954528","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47556218","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":"Promoting Teachers’ Implementation Adherence and Quality of the Good Behavior Game Using Behavioral Skills Training","authors":"Jenna M. Klaft, Robin S. Codding","doi":"10.1080/10474412.2021.1939704","DOIUrl":"https://doi.org/10.1080/10474412.2021.1939704","url":null,"abstract":"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 (GBG), which is a simple intervention encompassing many recommended evidence-based classroom management practices. The purpose of this study was to use a multiple-probe design to examine the impact of BST on teacher adherence and quality of GBG implementation. Results indicated that BST effectively trained teachers to implement the GBG with high levels of adherence that were maintained for the duration of the study with no follow-up supports needed. Modest changes were observed for quality of implementation. Student outcomes, participant responsiveness, self-efficacy, correlational analyses, and implications for future research are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"156 - 184"},"PeriodicalIF":1.7,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1939704","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45815335","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":"An Exploratory Comparison of Three Treatment Fidelity Assessment Methods: Time Sampling, Event Recording, and Post-observation Checklist","authors":"Melissa A. Collier‐Meek, L. Sanetti, Kaitlin M. Gould, B. Pereira","doi":"10.1080/10474412.2020.1777874","DOIUrl":"https://doi.org/10.1080/10474412.2020.1777874","url":null,"abstract":"ABSTRACT When assessed, treatment fidelity is most often evaluated by checklists of intervention steps after an observation session, though estimates can vary depending on how intervention steps are operationalized and rated. A more straightforward approach may involve the adoption of direct observation methods such as time sampling or event recording, which are regularly used to evaluate student behavior. This study explores the utility of using time sampling and event recording in comparison to the traditional post-observation checklist method. Five paraeducator consultees’ treatment fidelity of behavior support plans for students with autism was assessed by post-observation ratings. In addition, 15-sec whole-interval recording of treatment fidelity across intervention steps and event recording of prompts (an intervention step for all plans) were collected throughout the observation session. To compare treatment fidelity data, we present visual analysis, associated quantitative metrics, and correlations. Implications for future treatment fidelity assessment research and consultation practice are described.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"334 - 359"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1777874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44689461","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":"Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study","authors":"E. Shernoff, S. Frazier, C. Lisetti, Alban Delmarre, Zainab Bibi, Joseph L. Gabbard","doi":"10.1080/10474412.2021.1875840","DOIUrl":"https://doi.org/10.1080/10474412.2021.1875840","url":null,"abstract":"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 participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"463 - 497"},"PeriodicalIF":1.7,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1875840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44948387","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 Educators’ Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents","authors":"Eoin Bastable, K. McIntosh, Sarah Fairbanks Falcon, Paul Meng","doi":"10.1080/10474412.2021.1889194","DOIUrl":"https://doi.org/10.1080/10474412.2021.1889194","url":null,"abstract":"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 practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators’ commitment sooner. Implications for practice are discussed in relation to current research, theory, and school consultation models.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"125 - 155"},"PeriodicalIF":1.7,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1889194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48682475","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":"Promoting Quality of Mixed Methods Consultation Research: A Synergistic Participatory Framework","authors":"B. Nastasi, J. Hitchcock, Raquel Gutiérrez, Stephanie Oshrin","doi":"10.1080/10474412.2021.1887743","DOIUrl":"https://doi.org/10.1080/10474412.2021.1887743","url":null,"abstract":"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 review also multiple schemes for quality (legitimation) criteria in mixed methods and propose a synergistic participatory approach that includes legitimation criteria for the integration of qualitative and quantitative work throughout the research process, from conceptualization to dissemination. Our view of integration also applies to the application of findings, which is an idea aligned with participatory processes inherent in our approach to consultation practice. Finally, we discuss and illustrate the application of legitimation criteria to consultation research and evaluation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"22 - 45"},"PeriodicalIF":1.7,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1887743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176912","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":"Journal of Educational and Psychological Consultation Editor’s Vision: Ecological Perspectives on Consultation Scholarship During a Time of Need","authors":"Daniel S. Newman","doi":"10.1080/10474412.2020.1857108","DOIUrl":"https://doi.org/10.1080/10474412.2020.1857108","url":null,"abstract":"I am honored and humbled to serve as the sixth Editor for the Journal of Educational and Psychological Consultation (JEPC). The longevity of the journal, having recently celebrated its 30 year of publication, reflects the historical and enduring importance of consultation practice and research across a variety of contexts and settings. Previous editors Howard Margolis, Joseph Zins, Emilia Lopez, Stephen Truscott, and David Shriberg individually and collectively entrenched JEPC as the primary interdisciplinary publication outlet for consultation research. JEPC was established in 1990, amidst growing recognition that consultation and collaboration amongst educators could help support positive educational outcomes for all students, including students with and without disabilities (Truscott et al., 2015). For the past 30-plus years the journal’s contributing authors, many of whom are giants in consultation research, have tackled a breadth and depth of topics related to educational and psychological consultation ultimately highlighting the value of consultative service delivery as an indirect support for clients, most often students in schools. My connection to JEPC developed when I was a school psychology doctoral student at the University of Maryland. In conjunction with the intensive school consultation training that I received at that time under the instruction and supervision of Dr. Sylvia Rosenfield, the journal’s content shaped my conceptual understanding of consultation and my paradigm for school psychology practice. Presently, as a graduate educator, the content informs my training of future school consultants. I published my first peer-reviewed publication in JEPC, and I have served as an Ad Hoc reviewer, Editorial Board member, special issue Guest Editor, and Associate Editor for the journal. In April of 2019 I applied to be JEPC Editor, and I submitted a vision statement highlighting my perspectives on the journal’s history, present, and future. However, much in the world has changed since that time, making the context for beginning this Editorship in January of 2021 different than I could have ever expected.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"1 - 7"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1857108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750355","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":"Ethnography and Consultee-Centered Consultation: Perfectly Aligned","authors":"Steven E. Knotek, Kerri A. Dillon, Emily N. Toole","doi":"10.1080/10474412.2020.1866582","DOIUrl":"https://doi.org/10.1080/10474412.2020.1866582","url":null,"abstract":"Abstract Consultee-Centered Consultation (CCC) is built upon the use of a constructivist, interactive approach to support conceptual change in consultees. Constructivism is foundational in ethnographic traditions as well and it focuses on understanding socially constructed meaning-making in cultural groups. Given the importance of constructivism in both traditions there is a natural alignment in the use of ethnography to study CCC. This paper illustrates unique contributions ethnography can make to explain and describe the application of CCC, from the social process of problem conceptualization to broadening our understanding of how underserved parents can be engaged as successful consultees. Additionally, it examines how ethnography can advance our theoretical knowledge of the CCC process. The text of four published studies that used ethnography to study CCC were scrutinized. Every article articulated how the ethnographic method was used to pose a research question, present a basis for the research strategy, and examine the studies’ findings.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"46 - 68"},"PeriodicalIF":1.7,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1866582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332605","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}