Pub Date : 2022-05-04DOI: 10.1080/10474412.2022.2070494
Kristin Powers, Kristi S. Hagans, Katherine M. Lacy
ABSTRACT For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions, and fieldwork activities that went beyond our core program to increase students’ skill development and confidence in promoting a multitiered system of support (MTSS). Simultaneously, we sought to recruit, retain, and graduate more diverse school psychology students. Our nontraditional training and recruitment activities as well as the short- and long-term outcomes of this project are described. The results of this initiative include a significant increase in diverse school psychologists, curriculum changes to incorporate training grant opportunities for all program students, and alumni who report competence in engaging in consultation at the systems-level.
{"title":"The Results of a Federally Funded Long-Term Consultation Training Model","authors":"Kristin Powers, Kristi S. Hagans, Katherine M. Lacy","doi":"10.1080/10474412.2022.2070494","DOIUrl":"https://doi.org/10.1080/10474412.2022.2070494","url":null,"abstract":"ABSTRACT For over 10 years, and prior to the release of the 2020 NASP standards, school psychology faculty at California State University, Long Beach have sought to broaden the training and preservice experiences of our students in consultation and systems change. The coauthors sought and obtained federal funding to provide scholarships for our students to engage in extensive readings, discussions, and fieldwork activities that went beyond our core program to increase students’ skill development and confidence in promoting a multitiered system of support (MTSS). Simultaneously, we sought to recruit, retain, and graduate more diverse school psychology students. Our nontraditional training and recruitment activities as well as the short- and long-term outcomes of this project are described. The results of this initiative include a significant increase in diverse school psychologists, curriculum changes to incorporate training grant opportunities for all program students, and alumni who report competence in engaging in consultation at the systems-level.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"88 - 113"},"PeriodicalIF":1.7,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42166218","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}
Pub Date : 2022-05-03DOI: 10.1080/10474412.2022.2070493
Brian C. McKevitt, K. L. Mussman, Kami L. Jessop
ABSTRACT The National Association of School Psychologists’ Professional Standards delineate 10 domains of professional practice that are infused into graduate preparation, credentialing recommendations, and service delivery. School psychology graduate students need exposure to, and practice with, these domains. A university-based graduate class in consultation skills is an ideal mechanism for learning and applying the domains of practice. However, the domains cannot be meaningfully practiced without a partner school district that is willing to provide opportunities for students to advance their knowledge and skills in real world settings. Thus, the purpose of this article is to describe one such partnership and the robust opportunities for consultation enabled by the school district. Such opportunities cut across virtually all domains of training and practice and provide mutual benefit to the students and to the school district. Outcomes for graduate students and the school district are discussed, and components of successful university-district partnerships are presented.
{"title":"Promoting Professional Practice Standards through Consultation Training: Opportunities from a University-School District Partnership","authors":"Brian C. McKevitt, K. L. Mussman, Kami L. Jessop","doi":"10.1080/10474412.2022.2070493","DOIUrl":"https://doi.org/10.1080/10474412.2022.2070493","url":null,"abstract":"ABSTRACT The National Association of School Psychologists’ Professional Standards delineate 10 domains of professional practice that are infused into graduate preparation, credentialing recommendations, and service delivery. School psychology graduate students need exposure to, and practice with, these domains. A university-based graduate class in consultation skills is an ideal mechanism for learning and applying the domains of practice. However, the domains cannot be meaningfully practiced without a partner school district that is willing to provide opportunities for students to advance their knowledge and skills in real world settings. Thus, the purpose of this article is to describe one such partnership and the robust opportunities for consultation enabled by the school district. Such opportunities cut across virtually all domains of training and practice and provide mutual benefit to the students and to the school district. Outcomes for graduate students and the school district are discussed, and components of successful university-district partnerships are presented.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"68 - 87"},"PeriodicalIF":1.7,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42174525","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}
Pub Date : 2022-05-02DOI: 10.1080/10474412.2022.2070495
Hunter C. King, Shengtian Wu, Bradley S. Bloomfield, A. Fischer, Lauren E. Martone
ABSTRACT School consultants often use problem-solving consultation when working with educators and caregivers to support the behavioral and academic outcomes of students. Considering some of the well-known limitations to in-person service delivery, consultants have increasingly relied on telecommunications as a medium through which to deliver problem-solving consultation, namely teleconsultation. Thus, this paper serves as a practical guide for school consultants, who work with educators and caregivers, on how to implement each stage of the problem-solving teleconsultation process. With an emphasis given to supports delivered through technology, we provide general guidance and empirically-supported recommendations for how to develop and maintain a strong working alliance with consultees, engage in effective communication practices, strive for equitable practices when collaborating with ethnically and racially diverse populations, monitor treatment progress and deliver performance feedback, and deliver teleconsultation in accordance with state and federal law.
{"title":"A Practical Guide on Problem-Solving Teleconsultation in Schools","authors":"Hunter C. King, Shengtian Wu, Bradley S. Bloomfield, A. Fischer, Lauren E. Martone","doi":"10.1080/10474412.2022.2070495","DOIUrl":"https://doi.org/10.1080/10474412.2022.2070495","url":null,"abstract":"ABSTRACT School consultants often use problem-solving consultation when working with educators and caregivers to support the behavioral and academic outcomes of students. Considering some of the well-known limitations to in-person service delivery, consultants have increasingly relied on telecommunications as a medium through which to deliver problem-solving consultation, namely teleconsultation. Thus, this paper serves as a practical guide for school consultants, who work with educators and caregivers, on how to implement each stage of the problem-solving teleconsultation process. With an emphasis given to supports delivered through technology, we provide general guidance and empirically-supported recommendations for how to develop and maintain a strong working alliance with consultees, engage in effective communication practices, strive for equitable practices when collaborating with ethnically and racially diverse populations, monitor treatment progress and deliver performance feedback, and deliver teleconsultation in accordance with state and federal law.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"181 - 200"},"PeriodicalIF":1.7,"publicationDate":"2022-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42926995","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}
Pub Date : 2022-04-29DOI: 10.1080/10474412.2022.2068020
Cara A. Vaccarello, T. Kratochwill, J. Asmus
ABSTRACT We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., Outcomes: Planning Monitoring, and Evaluating [Outcomes: PME]) and subsequent performance feedback and training regarding team use of the protocol. A train-the-trainer model was used whereby researchers trained school psychologists to deliver the intervention and serve as coaches on the PSTs. At baseline, all three PSTs demonstrated low (i.e., <50%) problem-solving procedural integrity (i.e., the degree to which critical components of the problem-solving process were implemented), often scoring lowest for problem-solving components related to data collection and analysis (e.g., treatment integrity, progress monitoring, and pre-post intervention data). Each PST demonstrated increased problem-solving integrity following implementation of the first intervention component, problem-solving information and Outcomes: PME training. Procedural integrity also increased for the two PSTs that received the second intervention component, performance feedback. An increase in procedural integrity was not found for one PST that received the third intervention component, targeted consulting; however, data collection was incomplete. Results are discussed in terms of future research priorities to examine consultation that promotes the use of quality team problem-solving components.
{"title":"Effects of a Problem-Solving Team Consultation on the Problem-Solving Process: An Evaluation of Concept Knowledge, Implementation Integrity, and Student Outcomes","authors":"Cara A. Vaccarello, T. Kratochwill, J. Asmus","doi":"10.1080/10474412.2022.2068020","DOIUrl":"https://doi.org/10.1080/10474412.2022.2068020","url":null,"abstract":"ABSTRACT We examined the outcomes of elementary school-based problem-solving teams (PSTs) who participated in a multi-component consultation focused on enhancing systematic problem solving. Consultation provided to each PST included training in the use of a problem-solving protocol (i.e., Outcomes: Planning Monitoring, and Evaluating [Outcomes: PME]) and subsequent performance feedback and training regarding team use of the protocol. A train-the-trainer model was used whereby researchers trained school psychologists to deliver the intervention and serve as coaches on the PSTs. At baseline, all three PSTs demonstrated low (i.e., <50%) problem-solving procedural integrity (i.e., the degree to which critical components of the problem-solving process were implemented), often scoring lowest for problem-solving components related to data collection and analysis (e.g., treatment integrity, progress monitoring, and pre-post intervention data). Each PST demonstrated increased problem-solving integrity following implementation of the first intervention component, problem-solving information and Outcomes: PME training. Procedural integrity also increased for the two PSTs that received the second intervention component, performance feedback. An increase in procedural integrity was not found for one PST that received the third intervention component, targeted consulting; however, data collection was incomplete. Results are discussed in terms of future research priorities to examine consultation that promotes the use of quality team problem-solving components.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"33 1","pages":"149 - 180"},"PeriodicalIF":1.7,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44854613","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}
Pub Date : 2022-01-24DOI: 10.1080/10474412.2022.2028158
A. Miranda, Stephanie Flood, R. Mcconnell, Terri Blake, Kenyon Walker
ABSTRACT Since Head Start’s inception, mental health has been an important component of their service delivery. The Head Start Performance Standards provide a foundation for programs to design and deliver mental health services. Mental Health Consultants are the professionals who provide these services. Head Start has a robust history of building collaborative relationships with community partners to support their families. A more than two-decade partnership between a large Head Start agency and a school psychology program that provides the agency mental health consultants will be described. The consultation model of service delivery will be detailed including the roles and responsibilities of the mental health consultants and implications for training and practice.
{"title":"Mutually Beneficial: A Head Start-School Psychology Program Partnership","authors":"A. Miranda, Stephanie Flood, R. Mcconnell, Terri Blake, Kenyon Walker","doi":"10.1080/10474412.2022.2028158","DOIUrl":"https://doi.org/10.1080/10474412.2022.2028158","url":null,"abstract":"ABSTRACT Since Head Start’s inception, mental health has been an important component of their service delivery. The Head Start Performance Standards provide a foundation for programs to design and deliver mental health services. Mental Health Consultants are the professionals who provide these services. Head Start has a robust history of building collaborative relationships with community partners to support their families. A more than two-decade partnership between a large Head Start agency and a school psychology program that provides the agency mental health consultants will be described. The consultation model of service delivery will be detailed including the roles and responsibilities of the mental health consultants and implications for training and practice.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"359 - 374"},"PeriodicalIF":1.7,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419131","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}
Pub Date : 2022-01-20DOI: 10.1080/10474412.2021.1984930
Karen C. Stoiber, M. Gettinger, Zachary A. Bella, K. Monahan
ABSTRACT This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers’ instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on evidence-based practices in positive and preventative classroom strategies, (b) coaching practices, and (c) implementation processes. Consultative coaching targeting research-based Tier I positive support environments and instructional social-emotional learning strategies occurred over an 8-week period, and included baseline and ongoing observations, feedback, and joint planning with the EC teachers. Observations using multiple measures examined the influence of coaching. Pre- to post-consultation data suggest this model holds potential for (a) increasing positive, preventative classroom qualities and (b) fostering positive change in teachers’ instruction. Implications and future directions for an efficacy trial to confirm causal hypotheses regarding the role of consultative coaching practices in EC classrooms are addressed.
{"title":"Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms","authors":"Karen C. Stoiber, M. Gettinger, Zachary A. Bella, K. Monahan","doi":"10.1080/10474412.2021.1984930","DOIUrl":"https://doi.org/10.1080/10474412.2021.1984930","url":null,"abstract":"ABSTRACT This study evaluates a consultation coaching model aimed to improve positive-learning environment practices and teachers’ instructional style and affect in early childhood (EC) classrooms. Teachers in 15 EC classrooms participated as consultees. The consultative coaches received training that included learning (a) specific content based on evidence-based practices in positive and preventative classroom strategies, (b) coaching practices, and (c) implementation processes. Consultative coaching targeting research-based Tier I positive support environments and instructional social-emotional learning strategies occurred over an 8-week period, and included baseline and ongoing observations, feedback, and joint planning with the EC teachers. Observations using multiple measures examined the influence of coaching. Pre- to post-consultation data suggest this model holds potential for (a) increasing positive, preventative classroom qualities and (b) fostering positive change in teachers’ instruction. Implications and future directions for an efficacy trial to confirm causal hypotheses regarding the role of consultative coaching practices in EC classrooms are addressed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"266 - 293"},"PeriodicalIF":1.7,"publicationDate":"2022-01-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42618167","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}
Pub Date : 2022-01-05DOI: 10.1080/10474412.2021.2018657
Elizabeth M. Vera, Amy J. Heineke, A. Schultes, Plamena Daskalova
ABSTRACT Understanding the needs of emergent bilingual learners (EBLs) is important for consultants working to promote inclusive, affirming school environments. Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of experiences of EBLs attending high schools in the United States. In this pre-consultation qualitative data collection, themes were identified from six focus groups. Analyses revealed school, family, peer, and individual influences tied to EBLs’ well-being. Participants recommended that schools institute culturally-specific structures to support EBLs, but also intervene with non-EBLs, general education teachers, and mainstream curriculum. Findings suggest that schools revise how they support the academic needs of EBLs. While English as a Second Language programs are commonplace in high school EBLs’ language development, participants recommended that such programs should not isolate students from their non-EBL counterparts. Participants also recommended increased access to advanced classes. Implications for systems-level consultation are discussed.
{"title":"Social and Emotional Needs of Emergent Bilingual High School Students: Perspectives of Teachers, School Counselors, and School Social Workers","authors":"Elizabeth M. Vera, Amy J. Heineke, A. Schultes, Plamena Daskalova","doi":"10.1080/10474412.2021.2018657","DOIUrl":"https://doi.org/10.1080/10474412.2021.2018657","url":null,"abstract":"ABSTRACT Understanding the needs of emergent bilingual learners (EBLs) is important for consultants working to promote inclusive, affirming school environments. Thirty-three school professionals, including teachers, counselors, and social workers (70% female, 20% persons of color, 18% bilingual) shared their perceptions of experiences of EBLs attending high schools in the United States. In this pre-consultation qualitative data collection, themes were identified from six focus groups. Analyses revealed school, family, peer, and individual influences tied to EBLs’ well-being. Participants recommended that schools institute culturally-specific structures to support EBLs, but also intervene with non-EBLs, general education teachers, and mainstream curriculum. Findings suggest that schools revise how they support the academic needs of EBLs. While English as a Second Language programs are commonplace in high school EBLs’ language development, participants recommended that such programs should not isolate students from their non-EBL counterparts. Participants also recommended increased access to advanced classes. Implications for systems-level consultation are discussed.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"416 - 453"},"PeriodicalIF":1.7,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44126195","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}
Pub Date : 2022-01-02DOI: 10.1080/10474412.2021.2015645
Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter
ABSTRACT The purpose of this statement is to reflect upon progress made during the past year in promoting anti-racism, social justice, and equity as committed to by leaders from the Journal of Educational and Psychological Consultation and School Psychology International. Action steps from 2021 are reviewed, and priorities for 2022 are identified.
{"title":"Working Together Toward Social Justice, Anti-racism, and Equity: One-Year Reflections on the Joint Commitment from Journal of Educational and Psychological Consultation and School Psychology International","authors":"Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter","doi":"10.1080/10474412.2021.2015645","DOIUrl":"https://doi.org/10.1080/10474412.2021.2015645","url":null,"abstract":"ABSTRACT The purpose of this statement is to reflect upon progress made during the past year in promoting anti-racism, social justice, and equity as committed to by leaders from the Journal of Educational and Psychological Consultation and School Psychology International. Action steps from 2021 are reviewed, and priorities for 2022 are identified.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"1 - 5"},"PeriodicalIF":1.7,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43509838","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}
Pub Date : 2021-12-09DOI: 10.1080/10474412.2021.2015647
Daniel S. Newman
ABSTRACT This article introduces the special issue focused on qualitative and mixed methods (QMM) research in educational and psychological consultation. The purposes of the special issue, to highlight the role of QMM in studying school consultation and to guide future QMM research, are considered, and each of five featured articles are briefly introduced.
{"title":"Qualitative and Mixed Methods Research in Educational and Psychological Consultation: Introduction to the Special Issue","authors":"Daniel S. Newman","doi":"10.1080/10474412.2021.2015647","DOIUrl":"https://doi.org/10.1080/10474412.2021.2015647","url":null,"abstract":"ABSTRACT This article introduces the special issue focused on qualitative and mixed methods (QMM) research in educational and psychological consultation. The purposes of the special issue, to highlight the role of QMM in studying school consultation and to guide future QMM research, are considered, and each of five featured articles are briefly introduced.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"6 - 8"},"PeriodicalIF":1.7,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48045016","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}
Pub Date : 2021-12-06DOI: 10.1080/10474412.2021.1996243
Katya Sussman, M. Burns, E. Lembke
ABSTRACT The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and overall DBI knowledge). Results indicated that the number of ECHO-MTSS sessions attended significantly predicted participants’ self-reported self-efficacy in all facets of implementing DBI beyond years of experience and highest degree, with large effects (adjusted r 2 = .19 to .38). Implications for practice are included.
{"title":"Effects of ECHO MTSS Teleconsultation Model on Self-Efficacy of Data-Based Individualization of Academic Interventions","authors":"Katya Sussman, M. Burns, E. Lembke","doi":"10.1080/10474412.2021.1996243","DOIUrl":"https://doi.org/10.1080/10474412.2021.1996243","url":null,"abstract":"ABSTRACT The current study examined the effects of using a teleconsultation model called ECHO-MTSS on self-efficacy of implementing aspects of data-based individualization (DBI) with 38 educators. Self-efficacy was measured with a 15-item survey that assessed five different areas of the DBI process (i.e., intervention protocol, progress monitoring, diagnostic assessment, adapting interventions, and overall DBI knowledge). Results indicated that the number of ECHO-MTSS sessions attended significantly predicted participants’ self-reported self-efficacy in all facets of implementing DBI beyond years of experience and highest degree, with large effects (adjusted r 2 = .19 to .38). Implications for practice are included.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"395 - 415"},"PeriodicalIF":1.7,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49058136","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}
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