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School-based consultation is critical for student-, teacher-, and systems-level change, yet few studies describe the process by which preservice school psychologists are trained to engage in consultation. With the numerous educational challenges posed by the COVID-19 pandemic, graduate trainers were faced with preparing students for the consultant role with limited in-person instruction and potential fieldplacement barriers. The current study describes consultation training during the 2020-2021 school year from the perspective of 63 school psychology graduate students in their first consultation course. Results suggested that nearly half of participants engaged in teleconsultation, and that 41.3% of participants were engaged in in-person consultation in schools during their training. Trainees indicated having access to several supervision strategies with more frequency than described in prior research. We considered these results in the context of prior research, described implications for consultation training during the pandemic, and considered directions for post-pandemic consultation training and research. [ABSTRACT FROM AUTHOR]

The school consultation model in Vietnam currently being implemented according to Circular No. 31/2017/TT-BGDDT effective from February 2, 2018, is the "Part-time teacher" model. The purpose of this exploratory study is to test the awareness of officials and teachers about the effectiveness of elements in the "part-time teacher" school consultation model in high schools in Ho Chi Minh City, Vietnam. The research sample was randomly selected from 4 high school heads and from teacher pedagogical training courses and management training classes, with 538 participants, of which teachers (69.0%), and managers (31.0%); in the study sample, there were (36.2%) participating in the school's psychology team. Research subjects (28.6%) were trained in psychological consultation capacity by topic; (8.9%) training in psychological counseling capacity and granting training certificates; (5.4%) training for bachelor of psychology and master of psychology; (57.1%) had not studied through the psychological counseling competency program. The instrument's validity and reliability were verified through the evaluation of Cronbach alpha analysis, and exploratory factor analysis (EFA). When analyzing the EFA factor, the results of the factors in the model have a positive correlation of 76.2% (R2 = 1.00), in the factors of personnel conducting consultations, policies for personnel participating in consultations, and policies for consulting personnel. Joining the school counseling team, the consultation process and the consultation room have not been paying attention. [ABSTRACT FROM AUTHOR]

Applying qualitative content analysis methods, this study focuses on how school psychology graduate student consultants responded to a simulated request for assistance by a teacher. Seventy‐three total students participated in the study before they had engaged in their first course on school consultation. Additionally, transcripts were analyzed for subsets of students following a course on consultation (n = 23), or a course on consultation plus a supplemental communication skills focused training (n = 22). Before their consultation course, student consultants exhibited variable responses including some basic listening skills, but also offering premature problem hypotheses and solutions. They also restated child deficit focused language, often without asking for clarification, and asked questions not directly related to information provided by the consultee, which sometimes included more than one question at a time (double‐barreled). Following a typical consultation course, student consultants responded in nearly identical ways. Student consultants that completed a consultation course plus a supplemental training including deliberate practice of communication skills increased their application of basic listening skills, reduced leading questions, eliminated double‐barreled questions, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. Data are presented with qualitative examples, and implications are drawn regarding school consultation training. Practitioner Points: School psychology graduate students learning to consult responded to a simulated consultee's request for assistance in qualitatively similar ways before and following their first course in school consultation.Students applied some basic listening skills, but many students offered premature problem hypotheses and solutions, restated child deficit focused language without asking for clarification, and asked questions not directly related to information provided by the consultee.When the consultation course included a supplemental training with deliberate practice of communication skills, school psychology graduate students applied more basic listening skills, asked fewer leading questions, asked one question at a time, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. [ABSTRACT FROM AUTHOR]

Social validity refers to the extent to which applied behavior analytic (ABA) treatment goals, methods, and/or outcomes are acceptable and meaningful to stakeholders. The aim of this conceptual paper is to suggest how social validity may be promoted during behavioral consultation in school systems and how the assessment of various aspects of social validity contributes to this throughout the consultation process. Literature pertaining to the concept of social validity, rapport‐building, collaboration with stakeholders in behavioral school consultation, and the assessment of social validity are reviewed and synthesized. Social validity may be promoted in several domains: communication with consultees, collaborative selection of treatment methods and student objectives, consultee training, and measurement of outcomes meaningful to stakeholders. Social validity assessment can occur in all of these domains and is ideally a continuous process that informs all phases of consultation. There is a particular need for direct measurement of the social significance of behavioral consultation services. Social validity is integral to all aspects of the behavioral school consultation process, and it may be facilitated by incorporating valid social validity assessments into every stage of the consultation process. Practitioner points: Social validity is integral to all aspects of the behavioral school consultation process, and it may be facilitated by incorporating valid social validity assessments into every stage of the consultation process.Social validity in schools may be promoted in several domains: communication with consultees, collaborative selection of treatment methods and student objectives, consultee training, and measurement of outcomes meaningful to stakeholders.There is a need for tools that allow for the direct measurement of social validity on a continuous basis. [ABSTRACT FROM AUTHOR]

Early childhood educators are tasked with supporting young children's academic, behavioral, and social-emotional through the use of evidence-based practices (EBPs). Unfortunately, early childhood educators may struggle with consistent implementation of EBPs. When this occurs, school-based consultation may be beneficial in promoting early childhood educators' use of effective classroom management practices and interventions. A critical aspect of school-based consultation is ensuring that early childhood educators generalize strategies they have been trained to use through consultation. However, the extent to which early childhood educators generalize skills trained through consultation across settings, children, and other evidence-based practices is unclear. Therefore, the purpose of this meta-analysis was to synthesize the existing school-based consultation literature in early childhood settings to determine the extent to which early childhood educators generalize skills trained through consultation. A total of 12 studies including 39 educator consultees and 171 effects comprised our final sample. Three-level hierarchical models with robust variance estimation were used to pool both Log Response Ratios and Tau effect sizes for analyses. Overall results indicated schoolbased consultation had a positive and significant impact on educator generalization of EBPs (LRRi = 0.95; Tau = 0.79). Further, particular implementation supports (e.g., in situ training) significantly contributed to EBP generalization. These results suggest school-based consultation to be an effective means for promoting early childhood educator generalization of EBPs. Implications for research and practice and future research directions are discussed. [ABSTRACT FROM AUTHOR]

• Youth with anxiety can experience marked impairment in the school setting. • Evidence-based strategies for student anxiety are not regularly used by schools. • Collaborative school consultation facilitated by outpatient specialists are vital. • School consultation should conjointly consider needs of families and school staff. Youth with anxiety often experience significant impairment in the school setting. Despite the relevance and promise of addressing anxiety in schools, traditional treatment approaches to school-based anxiety often do not adequately address generalization to the school setting, or they require removing the student from the classroom to deliver time- and staff-intensive programs. Such programs often leave teachers and caregivers feeling ill-equipped to support the student with anxiety throughout the natural course of the school day. Given the heavy demands placed on teachers and documented burnout among school professionals, providing effective school supports requires collaborative partnerships among outpatient therapists/specialists, school personnel, and caregivers. Drawing from literature on collaborative models for externalizing problems, we offer recommendations for outpatient therapists and specialists working to implement evidence-based supports and promote home-school partnerships to benefit youth with anxiety in the school setting. Our recommendations touch upon several components of such school consultation, including (a) identification of key parties involved, (b) conducting a needs assessment, (c) collaborative goal setting and development of a fear hierarchy, (d) plan development and implementation (e.g., facilitating a school-based exposure mindset, promoting home-school communication, enhancing school relationships), and (e) progress monitoring and ongoing support. We conclude with a case example to bring these recommendations to life. [ABSTRACT FROM AUTHOR]

Gender and sexually diverse (GSD) students face unique challenges in schools due to the privileging of cisgender and heterosexist norms in these settings. In particular, GSD youth who belong to ethnically and racially minoritized groups face further challenges within school environments that disregard their cultural contexts and intersectional identities. It is important for school psychologists to ensure safe and high‐quality mental health, educational, and behavioral supports for these students. One possible avenue for building these types of supports is through school consultation. When school psychologists collaborate with other professionals in a culturally competent, participatory way, their work has the potential to bolster behavioral, academic, and mental health outcomes at the individual, group, and/or systems levels. Adapting Ingraham's multicultural school consultation model, this article proposes a multicultural, GSD affirming school consultation framework that also approaches the experiences of racially and ethnically minoritized individuals through the lenses of intersectionality and minority stress frameworks. Across its five domains, this adapted framework aims to give practitioners and researchers a conceptual foundation to support GSD students of minoritized ethnic and racial identities by considering interactions among consultants, consultees, and clients within their wider school contexts. [ABSTRACT FROM AUTHOR]

Research indicates the need for better training for consultants working in culturally and linguistically diverse (CLD) schools. Using a constructivist grounded theory approach, this study investigated the use of the Consultation Peer Feedback Process (CPFP) as a tool for developing skills and perspectives among consultants. This study analyzed the types of feedback requested by consultants-in-training (CITs) and their peer-identified strengths and feedback. A coding lexicon and themes were identified to understand the needs of CITs when requesting and receiving feedback. This led to a constructivist grounded theory that describes how CITs learn to consult with cases in CLD schools. Detailed analyses of 42 CPFP Summaries indicated that the strength-based nature of the CPFP supported CITs in areas where they requested support, provided encouragement and specific feedback, and expanded CITs' exposure to cases and issues beyond their immediate setting and perspectives. Implications for research and training consultants are discussed. [ABSTRACT FROM AUTHOR]

Educational accommodations, which alter the manner in which instruction or assessments are administered, are often an appropriate part of a student's academic program. However, accommodations are frequently overused and have significant limitations. De-implementing inappropriate accommodations is a complex task, but one made easier through a clear understanding of the factors that cause and maintain those accommodations practices. In the present paper, we use the logic of functional behavioral assessment to better understand why evaluators and school staff recommend and provide inappropriate accommodations. We identify problematic background beliefs, specific antecedents, and reinforcing consequences for inappropriate accommodations, before describing several effective strategies for de-implementing those accommodations. [ABSTRACT FROM AUTHOR]

This study focused on the development of the Problem-Solving Team Effectiveness Scale, a measure used by practitioners to assess the professional learning of a problem-solving team (PST) engaging in the technical aspects of intervention selection, implementation, and evaluation. Several best practices by PSTs were initially identified through a review of the literature: knowledge of interventions and intervention effectiveness, data-based decision-making, intervention integrity, social validity, follow-up consultation with a problem identifier, and support for the PST. Together, these practices constitute an intervention technology for PSTs. After content validation, completion of the 25-item measure by PST members in four states from the Midwest United States yielded a five-factor solution via exploratory analysis, and subsequent parallel analysis reduced the solution to three factors: social validity, knowledge of interventions and intervention integrity, and follow up with problem identifiers. These subscales consistently differentiated PSTs with high meeting integrity, defined as use of a timekeeper and agenda, from those with lower meeting integrity. Additionally, a pattern of statistically significant correlations emerged between the subscales and typical PST activities, thereby contributing to the instrument's convergent and discriminant validity. Discussion focuses on refinement of the scale as a professional development tool to enhance intervention technology with practising PSTs. [ABSTRACT FROM AUTHOR]

Social, emotional, and behavioral health challenges pose significant barriers to students' academic success, yet teachers report that they do not feel equipped with the knowledge and skills needed to address these challenges in their classrooms. This article presents findings associated with the effectiveness of an innovative school-based behavioral health professional development and consultation model designed to address this need for urban educators. Program evaluation results from school-based team members from five pilot schools over a two-year partnership period indicate that this model is highly used and valued by school staff, as well as perceived by school staff as effective in building the knowledge, skills, and self-efficacy to implement strategies and build systems in schools to address students' social, emotional, and behavioral health needs. Progress monitoring data suggests that this learning is translating to actual systemic change in schools based on school-based team members' reports of progress toward goals specific to the behavioral health systems, procedures, and protocols at their schools. The findings highlight the implications for school-based consultants and practitioners based on the promise of this model. [ABSTRACT FROM AUTHOR]

The experience of undergoing Advanced Training in Child and Adolescent Psychiatry in Victoria for two years has given a different perspective on delivering the service to the Malaysian community, particularly in Melaka. Starting from scratch is not an easy experience. Still, the determination to create an organised system has given new hope for the service already running with minimal manpower and limited space. Even though Melaka is about 30 years behind in infrastructure and service, the demands have been overwhelming. We have brought smiles to our young patients and parents before they leave our clinic. This presentation describes the establishing of child and adolescent psychiatry services and the adaptation made, emphasising the training and service provision. The presentation will describe the data trend for outpatient referrals, in-patient services, and the evolution of child and adolescent psychiatry services. Among the adaptations involved are intake meetings, screening using telephone calls, group and individual supervision for the trainees and fellows, using psychodynamic approaches, play approach, cognitive behaviour therapy, school observation, school secondary consultation, multidiscipline team meetings and training at primary care level. Providing service for child & adolescent patients is not "just seeing another patient." The Victorian Experience has given an insight into how best we can help our patients as a team with favourable outcomes. [ABSTRACT FROM AUTHOR]

Structured peer group supervision (SPGS) supports applied skill growth for novice mental health professionals. Whereas previous SPGS research has focused on counseling, consultation is a core competency for school psychologists, with unique features meriting consideration during SPGS. This case study describes the influence of SPGS on applied communication and problem-solving skills of nine graduate students taking a school consultation course. Structured interviews measured participants' perceptions, including information about how SPGS influenced consultation skills. Thematic coding revealed positive impacts of SPGS on communication skill development, and as logistical and conceptual support. Implications for school consultation training and practice are discussed. [ABSTRACT FROM AUTHOR]

Successful school consultation depends largely on the consultant's ability to influence teacher behavior and the teacher's receptivity to that influence. The goal of this study was to examine correlates of teacher receptivity to social influence strategies within school consultation. Participants were 365 general education teachers (K‐5) recruited through Amazon's Mechanical Turk. Teachers completed questionnaires that included (1) three subscales of the modified Consultee/Teacher Version of the Interpersonal Power Inventory assessing soft social influence strategies; and measures assessing (2) personality constructs; (3) knowledge of behavior modification and mental health literacy; (4) need for cognition and beliefs about student behavior and interventions; and (5) work‐related stress. As expected, the subscales of the modified Interpersonal Power Inventory had acceptable internal consistency (alphas > .70). Hierarchical regression analyses revealed that teacher beliefs, need for cognition, and the interaction between need for cognition and stress, were significantly positively associated with receptivity to positive expert and direct information influences, after accounting for personality characteristics. These relationships were not found for receptivity to positive referent influences. Instead, knowledge of behavioral principles was negatively associated with this social influence. Results are discussed in relation to consultation research and practice. [ABSTRACT FROM AUTHOR]

This study describes the Positive Plus Program, a multicomponent intervention combining behavior‐specific praise with an interdependent group contingency and teacher feedback. An elementary school teacher wanting to improve her classroom management skills implemented the Positive Plus Program. Four second‐grade students participated in the study, and each of the students emitted disruptive behavior in class previously. This study, using an ABAB design, indicated that when the teacher reliably delivered high levels of behavior‐specific praise and awarded points, disruptive behavior was less likely. Student outcomes showed increased academic engagement and decreased off‐task motor and verbal behavior from pre‐ to post‐intervention. Teacher ratings indicated high levels of social validity. In light of these findings, implications for future research and implementation are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this pilot study is to determine the feasibility of monitoring the progress of children with an autism spectrum disorder (ASD) both in school and at home to promote a school-based integrated care model between parents, teachers, and medical providers. This is a prospective cohort study. To monitor progress, outcome measures were administered via an online platform developed for caregivers and teachers of children (n = 30) attending a school specializing in neurodevelopmental disorders and using an integrated medical and education program. Longitudinal analysis showed improvements in a novel scale, the Teacher Autism Progress Scale (TAPS), which was designed to measure key autism-related gains in a school environment (2.1-point improvement, p = 0.004, ES = 0.324). The TAPS showed a strong and statistically significant correlation, with improvement in aberrant behavior (r = -0.50; p= 0.008) and social responsiveness (r = -0.70; p < 0.001). The results also showed non-statistically significant improvements in aberrant behavior, social responsiveness, and quality of life over time at both school and home. To assess feasibility of ongoing progress measurement, we assessed missing data, which showed caregivers were more likely to miss surveys during summer. Results demonstrate the value and feasibility of online, longitudinal data collection in school to assist with individualized education planning and collaborative care for children with ASD. Lessons learned in this pilot will support school outcomes researchers in developing more efficacious, collaborative treatment plans between clinicians, caregivers, and teachers. [ABSTRACT FROM AUTHOR]

The language used in consultation supervision by one supervisor-in-training (SIT) and five consultant-in-training (CIT) supervisees during one semester of consultation training in a doctoral-level school psychology program is investigated. Exploratory analyses conducted with Linguistic Inquiry and Word Count software measured SIT and CIT use of pronouns, and summary variables of Analytical Thinking, Clout, Authenticity, and Emotional Tone. Patterns of language use in sessions and changes in patterns over time suggest a hierarchical supervision dynamic despite supervision being offered by a fellow trainee. Implications for consultation supervision in a vertical training model are offered. [ABSTRACT FROM AUTHOR]

Recent research indicates that children with challenging behavior often have underlying cognitive deficits. Despite this, rewards and consequences are usually the main tools used to try to address these behaviors. Collaborative Problem Solving (CPS) offers an alternative approach that aims to foster a positive adult-child relationship and build lagging skills. In this study, educators of students with significant behavioral challenges were trained in CPS. Data were collected to determine the impact of CPS on teacher and parent stress and student social skills and executive functioning. After one full year of intervention, teacher and parent stress were found to decrease, and student problem behavior, behavior regulation, and emotional control improved. Limitations of the study and implications for school mental health will be discussed. [ABSTRACT FROM AUTHOR]

A collaborative school consulting programme model, using functional assessment and applied behavioural techniques, was offered to secondary school teachers in two modalities: individual consultation and small-group consultation. The objective was to facilitate the integration of students with behavioural difficulties into mainstream secondary school classes. Both consulting programme modalities shared the same postulates. This article presents the stakeholders’ perceptions of the consulting model and its impacts on teachers and students. Presented here are the results of semi-structured interviews conducted with teachers (N= 42), resource persons accompanying individuals or groups (N= 11) and school managers (N= 8) in the programme’s first year of implementation. According to qualitative analysis of the interviews, these two models seem to have had positive impacts on teachers, especially in relation to their perceptions of students with behavioural difficulties and their understanding of behavioural problems. However, the group model is the one that elicited the most adhesion in all groups of actors. [ABSTRACT FROM PUBLISHER]

A case study design was used to evaluate the effectiveness of behavioural consultation as a method for improving the social skills of adolescents with Asperger's syndrome. Two case studies were conducted. In each study, two teachers implemented a social skills programme with two to three adolescents with Asperger's syndrome in a group setting with typical peers following behavioural consultation. Results from norm-referenced measures of social skills produced statistically reliable and clinically meaningful changes in teachers' perceptions of target social skills following the intervention in both studies. These gains showed only moderate generalisation to the home setting, though qualitative data suggested that at least some gains had been noticed by parents. Teachers indicated high levels of treatment acceptability and satisfaction with the consultation service, and expressed the intention to implement the programme again in the future. The findings are discussed in light of important methodological limitations; however, they lend support to the hypothesis that behavioural consultation is an acceptable and effective model of service delivery for supporting the social skills needs of students with Asperger's syndrome. [ABSTRACT FROM AUTHOR]

This review was undertaken as the author engaged in a process of action research which involved the development of a music therapy school consultation protocol. Literature was sourced from books, hand searches of music therapy journals, and electronic databases. Search platforms Web of Science, Web of Knowledge, and EBSCOhost were used and articles were sourced from Current Contents Connect, Journals@Ovid, MEDLINE, PsycINFO, Academic Search Elite, ERIC, JSTOR and ISI Proceedings. Few articles that specifically related to music therapy consultation in school settings were found, and a high proportion of these referred to work with music educators rather than general classroom educators. Examples from early intervention settings have therefore also been included. A lack of clarity regarding the music therapy consultation process is identified, and the potential for music therapists to draw on the work of other professionals who describe models of psychological or 'human services' consultation in schools is introduced. [ABSTRACT FROM AUTHOR]

Many School Psychologist and Educational Consultants have used Bergan's Behavioral Consultation model (Bergan, 1977) in public school and residential settings with significant success (Witt, Noell, LaFleur & Mortenson, 1997). Performance feedback (Noell, Duhon, Gatti, & Connell, 2002) has been used to strengthen the behavioral consultation model by monitoring intervention implementation and providing procedures to increase intervention fidelity. The present study examines the effects of modified performance feedback procedures by investigating its use in home settings. Results indicate the performance feedback alone was not effective in increasing all components of intervention implementation. However, subsequent telephone follow-up calls did increase intervention implementation. Results are discussed highlighting modifications and limitations to performance feedback in the home. [ABSTRACT FROM AUTHOR]

The purpose of this investigation was to compare instructional effectiveness and efficiency among the use of phonic analysis, incremental rehearsal, and traditional drill and practice word reading techniques during repeated reading lessons. Sixty primary grade children who had difficulty acquiring basic oral reading fluency skills were randomly selected to participate in one of the three word reading techniques + repeated reading conditions. Cumulative oral reading fluency and cumulative words learned from initial to repeated reading of passages as a function of type of word reading technique served as measures of instructional effectiveness. Instructional efficiency was measured by cumulative oral reading fluency and cumulative words learned per total instructional time (rate-based measure). Results showed that there were no significant differences between children in the phonic analysis + repeated reading group and children in the two whole word + repeated reading groups. However, there were differences between the two whole word + repeated reading groups favoring the traditional drill and practice over the incremental rehearsal group. Additionally, the group that received the traditional drill and practice + repeated reading lessons was the most efficient in learning to read words in passages than the groups that received either phonic analysis + repeated reading or incremental rehearsal + repeated reading. Implications for school psychologists are discussed. [ABSTRACT FROM AUTHOR]

This paper offers an overview using cognitive-behavior therapy (CBT) within a school system. In addition to providing services to individual students, this article provides an overview of implementing CBT into a system of school-wide mental health services. Interventions are discussed at three levels--universal school-wide interventions, target interventions with at-risk students, and intensive interventions with students in need. Examples of specific programs or intervention are given for each level. [ABSTRACT FROM AUTHOR]

The Cleo Eulau Center (CEC), founded to help children overcome adversity, established the CEC Resiliency Consultation Program. The Program utilizes a strengths-based relationship model for challenged schools. The model is informed by clinical experience and resiliency research. Through a parallel process, consultants support and enhance the resiliency of teachers so that, in turn, teachers can do the same for their students. The relationship of the consultant to the teacher mirrors the relationship that the consultants work to develop between teachers and students. The development and implementation of the model are addressed, as are challenges and efficacy. [ABSTRACT FROM AUTHOR]

This practice parameter reviews the topic of psychiatric consultation to schools. The review covers the history of school consultation and current consultative models; the process of developing a consultative relationship; school administrative procedures, personnel, and milieu; legal protections for students with mental disabilities; and issues typically arising in consultative situations. The objective of the parameter is to provide an introduction to the special vocabulary, knowledge, and skills that are important prerequisites for successful consultation in school settings. [ABSTRACT FROM AUTHOR]

Although school consultation began as a means of providing assistance to individual teachers on a voluntary basis, it has evolved into a stand-alone service regulated by state and federal law. In order to meet the demand for increased accountability in the services they provide, school psychologists and other prereferral intervention team members have expressed a need to develop skills in two key areas: (a) selecting interventions that are conceptually relevant and therefore likely to be effective in responding to children's behavior problems, and (b) providing teachers with the resources and support needed to ensure successful plan implementation. In this paper, we describe various strategies that have been shown to be effective at addressing each of these issues by drawing on recent research in school consultation and applied behavior analysis. Considerations surrounding the use of these strategies by school consultants are discussed, as are implications for increasing the effectiveness and accountability of school consultation services. [ABSTRACT FROM PUBLISHER]