School Consultation Research Articles

High vs. Low Intensity Behavior Therapy Delivered to Adolescents with ADHD: Potential Adverse Long-Term Effects on Substance Use Outcomes.

Individuals with ADHD are at risk for substance use initiation in adolescence and escalation to problematic use in adulthood. Little is known about the impact of psychosocial ADHD treatment on substance use. Based on existing theory, both therapeutic (i.e., through reducing symptoms and impairments) and iatrogenic effects (i.e., through improved social functioning) of psychosocial treatment for ADHD on adolescent substance use initiation are plausible. A primarily ethnic/racial minority sample (~ 95% Latinx or Black) of rising ninth grade students with ADHD (n = 106) were randomly assigned to receive high intensity (i.e., Summer Treatment Program-Adolescent, parent training, and school consultation) or lower intensity (parent training, organization skills training, and school consultation) intervention the summer before entering high school. Participants were followed four-years post-baseline and substance use was documented. Analyses tested treatment effects on substance use initiation (alcohol and/or marijuana) and mediators of main effects. After controlling for covariates, participants assigned to HI (37.5%) were significantly more likely than LI (18.6%) to initiate substance use by end of high school, indicating an iatrogenic effect of HI treatment. No significant mediators were detected. Post-hoc exploration of moderators suggested that youth with elevated Posttraumatic Stress Disorder (PTSD) symptoms may have experienced a benefit of HI treatment on substance use whereas youth without elevated PTSD symptoms experienced iatrogenic effects. Large, well-powered, samples should examine moderated mediational models to better understand who is most risk for iatrogenic effects of ADHD psychosocial treatment and why. Clinicians delivering psychosocial treatment to adolescents with ADHD should monitor for potential iatrogenic effects.

Consultation Training to Develop Change Agents: Introduction to the Special Issue

ABSTRACT The competent practice of school consultation, including at a systems level, is presumably predicated on effective consultation training. This article overviews the rationale for a special issue on consultation training to develop change agents in schools, and briefly previews the articles published within the issue. Taken together, the articles in the issue provide directions that can guide future research and practice in this area.

Peran Guru Bimbingan Konseling Dalam Meningkatkan Efektivitas Konsultasi Dan Kolaborasi Di SMP Yayasan Islam Kota Tasikmalaya

This research was conducted with the aim of finding out the importance of consultation and collaboration in a school setting as well as increasing consultation and collaboration in the school environment to support students in solving problems or developing the students' potential. The methods used in collecting data are observation, interviews, literature and documentation. The results obtained from this research are the importance of the role of consultation and collaboration in increasing the role of students in society and themselves. In collaboration and consultation in schools, various parties are involved, such as subject teachers, homeroom teachers, parents, school principals and friends. peers are also guidance and counseling teachers. It is important that collaboration and consultation in schools involve cooperation and active participation by involving various parties. Consultation and collaboration can create a learning environment that is inclusive, supportive, and focuses on the quality of education.

Structured Peer Observation and Targeted Training to Increase Consistency of Classroom Practices in a Self-Contained School for Students with Emotional and Behavioral Disorders

ABSTRACT Consistency, predictability, and structure have been identified as key components of recommended supports for students with Emotional and Behavioral Disorders (EBD). This study describes an intervention implemented during behavioral school consultation aimed at increasing consistency in the use of classroom practices by teacher and paraprofessional participants in a self-contained school for students with EBD. A classroom observation form was developed with school personnel to measure key classroom practices, and participants then used this form to conduct structured peer observations in each other’s classes. This was followed by a single training targeting the practices that were least consistently used across classes during preceding phases of the intervention. Peer observations increased the consistency of the use of measured practices across classes, including the proper use of the school’s reward point system. The targeted training further increased the use of the least consistently used practices. These changes were maintained up to two months after the end of intervention. Data from the district’s Student Climate Survey were analyzed to evaluate the effects of the intervention from the perspectives of students. The benefits of targeting consultee observational skills as a goal during behavioral school consultation are discussed.

Remote Special Educational Consultation in Swedish Rural Schools

With advances in communication technologies, remote special educational consultation has become a promising strategy for indirect special education provision aiming to support students with special educational needs as well as their teachers in remote and rural areas. This study explores how special educators in a rural municipality in Sweden offer remote special educational consultation to teachers and how the two teacher categories experience remote special educational consultation. The empirical data of the study consist of special educators’ and teachers’ responses to an online questionnaire (N=11). The analysis revealed themes reflecting experienced challenges as well as opportunities. The challenges relate to lack of professional commitment and consensus, lack of school leaders’ trust, knowledge and support, and barriers associated with distance and technology, while opportunities relate to increased access to special educational competence, increased structure in consultation and increased professional development and collaboration. The results of this study highlight the potential value of remote special educational consultation as an acceptable, cost-effective, and efficient way of increasing access to special educational expertise and providing special educational support to teachers working in rural and underserved schools.

Refugee school consultation effects on teacher self-efficacy, self-care, and peer consultation skills.

Guided by a participatory culture-specific consultation model, this study contributes to an understanding of the effectiveness of school consultation with teachers of refugee students. The goal of the present study was to determine the impact of an individual consultation intervention with refugee teachers on their self-efficacy and self-care, in addition to their peer consultation skills. The participants were 109 teachers at refugee schools in Malaysia, most of whom were refugees (91% refugees; 73% female). Of the 109 participants, 84 teachers were coconsultants with psychology graduate students; all 109 were individual consultees. The study used a two-timepoint design with the outcomes of self-reported teacher self-care; teacher self-efficacy in the management of refugee student emotion regulation and emotional engagement; and consultation skills. Additionally, consultee-reported goal attainment, consultation effectiveness, and satisfaction were collected. The findings suggested significant latent growth from baseline to post-intervention in refugee teacher self-care and self-efficacy in the management of student emotion regulation and emotional engagement in addition to the growth of their consultation skills. The effect sizes were large for latent growth of teacher self-efficacy in promoting student emotion regulation, behavior, and emotional engagement (d = 1.19, 1.01, 1.02); the effect size for self-care was medium (d = .62). Growth was not dependent on dosage, age, gender, or consultee education, with the exception of teacher self-efficacy in management of emotional engagement which was dependent on dosage. After the intervention, the consultees reported that they completed their consultation goals at a higher level than expected, were satisfied with the consultation, and found the consultants to be helpful. The discussion situates the findings in relevant theory, research, and the culture-specific context. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

학교 컨설턴트의 의사소통 역량 모델 개발: Schein의 과정 컨설팅을 중심으로

The competency of school consultants’ is one of the major factors for successful school consulting. Specifically, the communication competency of school consultants is emphasized as a core competency because it is critical for the principle and process of consulting. This study aims to define the competency of school consultants, with a specific focus on elucidating the educational communication competency based on Schein’s Process Consultation perspective.
 The competency of school consultants can be categorized into common competency and professional consulting competency as a consultant. The common competency of school consultants includes communication, interpersonal relationship, synthetic thinking, utilization of information resources and technology, and self-management competency. The consulting competency consists of field specialty on school field and school education, process specialty for consulting principles and methodologies, and consulting ethics meaning confidentiality, sincerity, and autonomy in consulting.
 The communication competency of school consultant is classified as common competency, and consists of general communication and educational communication competency which has been derived from Schein’s consultation principles. The general communication competency includes writing, speaking, reading, and listening ability for effective delivery and understanding of messages, and discussion and moderation ability for narrowing the gap of opinions.
 The educational communication competency is composed of sub-factors that identify the purpose and content of communication based on Schein's consulting principles: 1) awareness of the importance of forming mutually helpful relationships and communication, 2) presentness of communication based on consultee’s now-here, 3) accuracy of communication, 4) awareness of the intervention influence, 5) consultee's agency and learning, 6) giving the consultee time to understand the situation and context and to provide feedback, 7) timeliness that captures important opportunities to increase the effectiveness of the intervention, 8) confronting intervention that changes the perspective of the consultee facing a constrained situation, 9) recognizing negative reactions and errors consultant's intervention and using them as data for effective consulting, 10) acknowledging the consultant's own limitations and sharing problem situations with consultee.
 This study is significant in developing a school consultants’ competency model and, in particular, deriving education communication competency, by identifying the educational meaning of communication in overall school consulting focusing on problem solving and consultant learning, which are the goals of Schein’s Process Consultation. However, this study could not deal with the whole competency of school consultant and has focused on the education communication competency, therefore, the relationships and complementary aspects with general communication competency, other common competency, and consulting competency, were not fully revealed.

Attraction and Retention Factors for Female Students into Construction-Related Programs in Developing Countries: The Case of Tanzania

ABSTRACT Attracting and retaining female students in construction-related programs are increasingly gaining attention in academic research and practice. However, there are limited empirical studies undertaken in developing countries. Thus, this mixed research approach study identified the attraction and retention factors for female students in construction-related programs in Tanzania. Primary data was collected from semi-structured interviews with fifteen female students enrolled in construction programs. A quantitative survey administered to two and ten hundred respondents was then administered. Job/career opportunity, self-confidence of performing construction works, father working in the industry, role model apart from parents, scholarship programs, high school advisor, friends and relatives, parents’ professions and scholarship adverts emerged as the main attraction factors to construction programs. In contrast, career opportunity after graduation, female students in class, mathematics-based course, female faculty members, community of students/classmates, a role model and involvement in construction works were the main retention factors. The study concludes by providing insights into its empirical contributions and practical implications not only for Tanzania but to construction programs in developing countries for government policy makers, educators and learning institutions.

SCHOOL CONSULTATION MODEL IN VIETNAM

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.

Testing the Feasibility of Tracking Behavior and Physiology Patterns using Wearable Technology to Detect Potential Cognitive Risk among Rural, Multicultural Older Adults

AbstractBackgroundRural residents often experience multiple factors that increase their risk of cognitive impairment, e.g. less access to formal education and specialized healthcare (Livingston et al., 2020). Early, accurate diagnosis in the mild cognitive impairment stage could save up to 7.9 trillion dollars in health and long‐term care costs by 2050 (Alzheimer’s Association, 2021). First year results from this federally‐funded new investigator mentoring program between computer science researchers and a nurse investigator are reported. The purpose was to test the feasibility of a novel approach to detecting early cognitive decline using smartwatch technology among a 92% racially and ethnically diverse rural community challenged by low digital access (51%) and digital literacy (48%).MethodWe tested smartwatches programmed with the novel “n‐back” shape test for cognitive assessment, ecological momentary assessment, and movement tracking. Paper‐and pencil measures to assess cognitive risk were the PROMIS ® Applied Cognition, Mini‐Cog (Borson, 2003), and Mini‐MoCA (Nasreddine, 2019). Another novel aspect of the study was hiring the local high school students to mentor older adults in use of smartwatches during home visits. Student engagement with their mentees was monitored by their high school advisor, with oversight by well‐known faith‐based research assistants. Six additional pre‐post intervention surveys included “Technology Activities of Daily Living (T‐ADL) (Muñoz‐Neira, 2012) and “Relating to Older People” (Cherry and Palmore, 2008).ResultMean years lived rural of the n = 28 enrolled was 60.3 (SD = 18.2), with an average age of 71.6 (SD = 8.1). Results regarding cognitive risk using the n‐back Shape test included correlation with Ecological Momentary Assessment Question 7 (“Right now, my environment is distracting”; r = ‐.35, p = .046) and approached significance with Question 1 (“In the past 2 hours, do you think your mind has been as sharp as usual?”; r = .33, p = .058). Pre‐post correlations in T‐ADL (r = .87) and Applied Cognition (r = .38) were significant (p < .001, p < .04).ConclusionTesting this novel two‐pronged approach of detecting cognitive risk through smartwatch technology, and hiring high school students to mentor older adults in the home setting yielded implications for ADRD‐related research among larger samples of underrepresented groups.

Supplemental Material for Refugee School Consultation Effects on Teacher Self-Efficacy, Self-Care, and Peer Consultation Skills

Supplemental Material for Refugee School Consultation Effects on Teacher Self-Efficacy, Self-Care, and Peer Consultation Skills

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Family-school partnership interventions can effectively address behavioral concerns in students (T. E. Smith et al., 2020). However, little is known about factors impacting the successful delivery of behavioral strategies by parents and teachers in the context of such interventions, particularly for adolescent populations. This study used a mixed methods design to examine the treatment integrity of behavior support plans (BSPs) for adolescents in middle school. Parents and teachers of eight middle school students at risk for emotional or behavioral difficulties engaged in conjoint behavioral consultation to develop and implement BSPs. Participants completed measures of stress and student behavioral severity prior to implementing BSPs, and treatment integrity was monitored during implementation. Open-ended survey questions gathered qualitative implementation information from parents and teachers at the conclusion of the intervention. Quantitative findings indicated negative correlations between parenting stress and days of implementation (r = -.93) and between teacher perceptions of student behavioral severity and adherence to the BSP (r = -.81). Qualitative findings identified barriers to implementation (e.g., time and scheduling, intensity of student behavior); facilitators of implementation (e.g., alignment with values and practices, collaboration across participants); and parent endorsement of changes to parenting practices. Quantitative and qualitative results were in partial agreement regarding the relationship between student behavioral severity and implementation, and the triangulated results expanded our understanding of barriers and facilitators to implementing BSPs. Limitations and implications for science and practice are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

67.2 Piloting a Novel School Consultation Model Embedded Within a California Pediatric Mental Health Access Program

67.2 Piloting a Novel School Consultation Model Embedded Within a California Pediatric Mental Health Access Program

Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs

ABSTRACT Training 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.

The Role of the Educational Advisor in Solving School Problems from an Islamic Perspective

This study aimed to identify the role of the educational advisor in solving school problems from an Islamic perspective. The descriptive survey methodolgy was used. The study sample consisted of (415) administrators, teachers and consultants, to achieve the study goals. The questionnaire was used, the study results showed that the educational advisor’s role in solving school problems from the Islamic perspective, was very high degree, and the results showed that there were no statistically significant differences for the level of responses of the sample subjects in the role of the school advisor from the Islamic perspective in solving educational problems due to the different variables: (gender, educational qualification, and experience). And the presence of statistically significant difference attributable to the effect of the job title variable in favor of a principal, advisor, and in light of the results of the study, the study recommended enhancing the role of the educational advisor in supporting the principal and teachers, by ensuring that instructions, brochures, and circulars related to the problems that students suffer from; reach to all teachers, also providing educational means and using them.

A qualitative content analysis of novice consultants' responses to a consultee's request for assistance

AbstractApplying 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.

Characteristics of Occupational Therapists' Advice in School Consultations: Content Analysis of Advice for Consultation on Problem Behavior in a Special Needs School for Intellectual Disability

Characteristics of Occupational Therapists' Advice in School Consultations: Content Analysis of Advice for Consultation on Problem Behavior in a Special Needs School for Intellectual Disability

Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study

Supplemental Material for Examining Treatment Integrity in Conjoint Behavioral Consultation in Middle Schools: A Mixed Methods Study

As we coach, so shall we consult: A perspective on coaching research in education

In taking stock of educational coaching research, I consider the extant literature and content of four articles comprising a special issue of the Journal of School Psychology (viz., Glover et al., 2022; Pas et al., 2022; Pianta et al., 2022; Reddy et al., 2022). Before reviewing these specific articles, the thesis offered for the broader field is that without the solid foundation afforded by the school consultation literature, the science of educational coaching would not be as advanced as it is today. Following a description of each study and comparisons between/among them, I consider unique and shared aspects of consultation and educational coaching. The article concludes with four proposed directions for future coaching research based on prior consultation research: (a) documenting coaching procedural integrity and intervention fidelity/integrity to an equal degree, (b) changing teacher behavior utilizing social influence/behavior change frameworks, (c) incorporating greater use of technology (i.e., telecoaching), and (d) moving toward the concept of prescriptive coaching.

Advancing the science of coaching in education: An introduction to the special issue

School-based coaching has emerged as an effective approach for enhancing school personnel's knowledge, implementation skills, and wellbeing, as well as student achievement and behavior. This article introduces the special issue Advancing the Science of Coaching in Education, highlighting four large-scale, rigorous investigations on the effects of coaching and possible contextual variables that influence effective coaching in education. Two studies (Glover et al., 2022; Pianta et al., 2022) assessed how components of coaching (e.g., feedback, practice) may mediate or moderate classroom practices and/or teacher-student interactions that lead to improved student learning. One study (Pas et al., 2022) examined fidelity profiles of motivational interviewing embedded coaching on classroom practices and student behavior in middle school. The final study (Reddy et al., 2022) examined the effects of behavior support coaching on paraprofessional implementation of research-based behavior interventions, wellbeing, and elementary school student social behavior. This article spotlights common elements across studies and offers directions for research and innovation. The special issue closes with a commentary (Erchul, 2022) on the contributions of school consultation research to contemporary coaching research and offers recommendations for bridging research to practice.