LibGuides: PED622: Module 3 Resources

Module 3 Required Resources

Textbook

Collaborative Consultation in the Schools by Thomas J. Kampwirth; Kristin M. Powers
ISBN: 9780133827132
Publication Date: 2016-01-01
Kampwirth, T. J., & Powers, K. M. (2016). Collaborative consultation in the schools: effective practices for students with learning and behavior problems. Pearson.

‌This authoritative book looks at the consultation process as a collaborative, problem-solving endeavor designed to help practitioners assist others in their work with students who have, or are at risk for, behavioral or learning problems. With a focus on having consultants bridge the gap between research and practice in schools, and on striving to initiate evidence-based practices whenever possible, the authors stress providing interventions that are proportional to the student’s needs.

Please read the following chapters:
Chapter 6: Consulting About Students with Social, Emotional, and/or Behavioral Problems
Chapter 8: Transition Planning
Building Competence in Consultation by Sylvia Rosenfield; Daniel Newman
ISBN: 9781138022621
Publication Date: 2018-08-01
Newman, D. S., & Rosenfield, S. A. (2018). Building Competence in School Consultation. Consultation, Supervision, and Professional Learning in School Psychology Series.

‌School psychologists consistently indicate that consultation is a crucial component of their duties but that they lack sufficient opportunities to develop their corresponding knowledge, skills, and confidence during graduate training. Building Competence in School Consultation directly addresses the need for practical, comprehensive consultation training, including support materials, for school psychologists, counselors, and other professionals working in schools.

Please read the following chapters:
Chapter 8: Designing and Implementing Interventions - It’s Not Magic—It’s Planning, Monitoring, and Performance Feedback
Chapter 9: Post-Intervention Planning and Closure
Chapter 10: Learning to Consult - The Roles of Assessment, Feedback, and Deliberate Practice

Articles

The Social Validity of “Acceptability of Behavioral Interventions Used in Classrooms”: Inferences From Longitudinal Evidence
Elliott, S. N. (2017). The social validity “acceptability of behavioral interventions used in classrooms”: Inferences from longitudinal evidence. Behavioral Disorders, 43(1), 269–273.
This article assesses the thoughts behind the acceptability of consultation in schools.
Monitoring Treatment Integrity: An Alternative to the "Consult and Hope" Strategy in School-Based Behavioral Consultation
Wilkinson, L. A. (2006). Monitoring treatment integrity: An alternative to the “consult and hope” strategy in school-based behavioural consultation. School Psychology International, 27(4), 426–438.
The authors of this study focused on treatment standards. The example of a Treatment Integrity Checklist was interesting for daily treatment practice.
'The Effects of Direct Training and Treatment Integrity on Treatment Outcomes in School Consultation': Erratum.
Sterling-Turner, H. E. (2002). “The effects of direct training and treatment integrity on treatment outcomes in school consultation”: Erratum. School Psychology Quarterly, 17(2). https://doi.org/10.1037/h0089179.
The current study attempts to expand the empirical consultation research base by examining the effects of direct and indirect consultee training methods on treatment integrity and treatment outcomes. A multiple baseline design across consultation dyads was used to investigate the influence of these variables.
Direct Training to Improve Educators’ Treatment Integrity: A Systematic Review of Single-Case Design Studies
Fallon, L. M., Kurtz, K. D., & Mueller, M. R. (2018). Direct training to improve educators’ treatment integrity: A systematic review of single-case design studies. School Psychology Quarterly, 33(2), 169–181. https://doi.org/10.1037/spq0000210
The purpose of this study was to conduct a systematic literature review of single-case design research studies during which educators received direct training to implement a classroom intervention, specifically instructions, modeling, practice, and feedback.
Evaluating and Integrated Support Model for Increasing Treatment Plan Implementation Following Consultation in Schools.
Noell, G. H., Volz, J. R., Henderson, M. Y., & Williams, K. L. (2017). Evaluating an integrated support model for increasing treatment plan implementation following consultation in schools. School Psychology Quarterly, 32(4), 525–538.
There were 39 elementary schools evaluated for the implementation of their treatment plans. Multiple interesting aspects to this article.
The likelihood of use and acceptability of social power bases in school consultation
Wilson, K. E. (2005). The likelihood of use and acceptability of social power bases in school consultation (Order No. 3195217). [Doctoral dissertation, North Carolina State University]. Proquest.
In the two studies comprising this dissertation research, the French and Raven (1959) and Raven (1965, 1992, 1993) social power rubric was applied to study school psychological consultation. The first study addressed how likely consultants would be to use the social power bases, while the second study addressed the acceptability of a subset of these social power bases.
Assessing the Social Validity of Behavioral Interventions: A Review of treatment acceptability Measures
Finn, C. A. & Sladeczek, I. E. (2001). Assessing the social validity of behavioral interventions: A review of treatment acceptability measures. School Psychology Quarterly, 16(2), 176–206.
This article pushes the conversation on rethinking the perceptions of psychology consultation.