Pub Date : 2021-07-03DOI: 10.1080/10474412.2020.1777874
Melissa A. Collier‐Meek, L. Sanetti, Kaitlin M. Gould, B. Pereira
ABSTRACT When assessed, treatment fidelity is most often evaluated by checklists of intervention steps after an observation session, though estimates can vary depending on how intervention steps are operationalized and rated. A more straightforward approach may involve the adoption of direct observation methods such as time sampling or event recording, which are regularly used to evaluate student behavior. This study explores the utility of using time sampling and event recording in comparison to the traditional post-observation checklist method. Five paraeducator consultees’ treatment fidelity of behavior support plans for students with autism was assessed by post-observation ratings. In addition, 15-sec whole-interval recording of treatment fidelity across intervention steps and event recording of prompts (an intervention step for all plans) were collected throughout the observation session. To compare treatment fidelity data, we present visual analysis, associated quantitative metrics, and correlations. Implications for future treatment fidelity assessment research and consultation practice are described.
{"title":"An Exploratory Comparison of Three Treatment Fidelity Assessment Methods: Time Sampling, Event Recording, and Post-observation Checklist","authors":"Melissa A. Collier‐Meek, L. Sanetti, Kaitlin M. Gould, B. Pereira","doi":"10.1080/10474412.2020.1777874","DOIUrl":"https://doi.org/10.1080/10474412.2020.1777874","url":null,"abstract":"ABSTRACT When assessed, treatment fidelity is most often evaluated by checklists of intervention steps after an observation session, though estimates can vary depending on how intervention steps are operationalized and rated. A more straightforward approach may involve the adoption of direct observation methods such as time sampling or event recording, which are regularly used to evaluate student behavior. This study explores the utility of using time sampling and event recording in comparison to the traditional post-observation checklist method. Five paraeducator consultees’ treatment fidelity of behavior support plans for students with autism was assessed by post-observation ratings. In addition, 15-sec whole-interval recording of treatment fidelity across intervention steps and event recording of prompts (an intervention step for all plans) were collected throughout the observation session. To compare treatment fidelity data, we present visual analysis, associated quantitative metrics, and correlations. Implications for future treatment fidelity assessment research and consultation practice are described.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"334 - 359"},"PeriodicalIF":1.7,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1777874","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44689461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-11DOI: 10.1080/10474412.2021.1875840
E. Shernoff, S. Frazier, C. Lisetti, Alban Delmarre, Zainab Bibi, Joseph L. Gabbard
ABSTRACT Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.
{"title":"Supporting the Implementation of Evidence-Based Behavior Management Practices through Simulation: A Mixed Method Study","authors":"E. Shernoff, S. Frazier, C. Lisetti, Alban Delmarre, Zainab Bibi, Joseph L. Gabbard","doi":"10.1080/10474412.2021.1875840","DOIUrl":"https://doi.org/10.1080/10474412.2021.1875840","url":null,"abstract":"ABSTRACT Simulation training models, such as Interactive Virtual Training for Teachers (IVT-T), have relevance to consultation and show promise in supporting teachers who need behavior management support. Using an embedded mixedmethod design, we examined the feasibility and effectiveness of IVT-T. Twenty seven teachers working in three K-8 schools participated in the quantitative strand and 18 teachers participated in the qualitative strand. Training dosage data indicated many teachers used IVT-T but 62% were unable to meet the minimum dosage of 45 min per week. Instructional design issues, using the system outside school, and technical glitches may explain lower use. On average, use of several evidence-based strategies increased from pre to post while instructional design weaknesses related to storylines and phases of training may have impacted translation of practices to the classroom. Implications for consultation-based services are discussed along with future directions for our work.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"463 - 497"},"PeriodicalIF":1.7,"publicationDate":"2021-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1875840","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44948387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-03-10DOI: 10.1080/10474412.2021.1889194
Eoin Bastable, K. McIntosh, Sarah Fairbanks Falcon, Paul Meng
ABSTRACT As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators’ commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others’ active commitment to racial equity in school discipline practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators’ commitment sooner. Implications for practice are discussed in relation to current research, theory, and school consultation models.
{"title":"Exploring Educators’ Commitment to Racial Equity in School Discipline Practice: A Qualitative Study of Critical Incidents","authors":"Eoin Bastable, K. McIntosh, Sarah Fairbanks Falcon, Paul Meng","doi":"10.1080/10474412.2021.1889194","DOIUrl":"https://doi.org/10.1080/10474412.2021.1889194","url":null,"abstract":"ABSTRACT As interventions show promise for reducing school discipline disparities, it is important to understand what variables increase educators’ commitment toward addressing racial equity in schools. In-depth interviews were conducted with a purposeful sample of 15 educators asked to describe pivotal events that shifted their own or others’ active commitment to racial equity in school discipline practice. Analysis of interviews, using an established qualitative methodology, produced 210 observable incidents that were grouped into 22 representative categories. Findings included 14 helping categories, 4 hindering categories, as well as 4 categories describing what could have increased educators’ commitment sooner. Implications for practice are discussed in relation to current research, theory, and school consultation models.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"125 - 155"},"PeriodicalIF":1.7,"publicationDate":"2021-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1889194","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48682475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-25DOI: 10.1080/10474412.2021.1887743
B. Nastasi, J. Hitchcock, Raquel Gutiérrez, Stephanie Oshrin
ABSTRACT The purpose of this article is to provide researchers with a framework for promoting high quality mixed methods school-based consultation research. Furthermore, this article is intended for researchers and practitioners interested in evaluating their practice. To meet these objectives, we address quality criteria for quantitative (validity) and qualitative (trustworthiness). From there, we review also multiple schemes for quality (legitimation) criteria in mixed methods and propose a synergistic participatory approach that includes legitimation criteria for the integration of qualitative and quantitative work throughout the research process, from conceptualization to dissemination. Our view of integration also applies to the application of findings, which is an idea aligned with participatory processes inherent in our approach to consultation practice. Finally, we discuss and illustrate the application of legitimation criteria to consultation research and evaluation.
{"title":"Promoting Quality of Mixed Methods Consultation Research: A Synergistic Participatory Framework","authors":"B. Nastasi, J. Hitchcock, Raquel Gutiérrez, Stephanie Oshrin","doi":"10.1080/10474412.2021.1887743","DOIUrl":"https://doi.org/10.1080/10474412.2021.1887743","url":null,"abstract":"ABSTRACT The purpose of this article is to provide researchers with a framework for promoting high quality mixed methods school-based consultation research. Furthermore, this article is intended for researchers and practitioners interested in evaluating their practice. To meet these objectives, we address quality criteria for quantitative (validity) and qualitative (trustworthiness). From there, we review also multiple schemes for quality (legitimation) criteria in mixed methods and propose a synergistic participatory approach that includes legitimation criteria for the integration of qualitative and quantitative work throughout the research process, from conceptualization to dissemination. Our view of integration also applies to the application of findings, which is an idea aligned with participatory processes inherent in our approach to consultation practice. Finally, we discuss and illustrate the application of legitimation criteria to consultation research and evaluation.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"22 - 45"},"PeriodicalIF":1.7,"publicationDate":"2021-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2021.1887743","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49176912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/10474412.2020.1857108
Daniel S. Newman
I am honored and humbled to serve as the sixth Editor for the Journal of Educational and Psychological Consultation (JEPC). The longevity of the journal, having recently celebrated its 30 year of publication, reflects the historical and enduring importance of consultation practice and research across a variety of contexts and settings. Previous editors Howard Margolis, Joseph Zins, Emilia Lopez, Stephen Truscott, and David Shriberg individually and collectively entrenched JEPC as the primary interdisciplinary publication outlet for consultation research. JEPC was established in 1990, amidst growing recognition that consultation and collaboration amongst educators could help support positive educational outcomes for all students, including students with and without disabilities (Truscott et al., 2015). For the past 30-plus years the journal’s contributing authors, many of whom are giants in consultation research, have tackled a breadth and depth of topics related to educational and psychological consultation ultimately highlighting the value of consultative service delivery as an indirect support for clients, most often students in schools. My connection to JEPC developed when I was a school psychology doctoral student at the University of Maryland. In conjunction with the intensive school consultation training that I received at that time under the instruction and supervision of Dr. Sylvia Rosenfield, the journal’s content shaped my conceptual understanding of consultation and my paradigm for school psychology practice. Presently, as a graduate educator, the content informs my training of future school consultants. I published my first peer-reviewed publication in JEPC, and I have served as an Ad Hoc reviewer, Editorial Board member, special issue Guest Editor, and Associate Editor for the journal. In April of 2019 I applied to be JEPC Editor, and I submitted a vision statement highlighting my perspectives on the journal’s history, present, and future. However, much in the world has changed since that time, making the context for beginning this Editorship in January of 2021 different than I could have ever expected.
{"title":"Journal of Educational and Psychological Consultation Editor’s Vision: Ecological Perspectives on Consultation Scholarship During a Time of Need","authors":"Daniel S. Newman","doi":"10.1080/10474412.2020.1857108","DOIUrl":"https://doi.org/10.1080/10474412.2020.1857108","url":null,"abstract":"I am honored and humbled to serve as the sixth Editor for the Journal of Educational and Psychological Consultation (JEPC). The longevity of the journal, having recently celebrated its 30 year of publication, reflects the historical and enduring importance of consultation practice and research across a variety of contexts and settings. Previous editors Howard Margolis, Joseph Zins, Emilia Lopez, Stephen Truscott, and David Shriberg individually and collectively entrenched JEPC as the primary interdisciplinary publication outlet for consultation research. JEPC was established in 1990, amidst growing recognition that consultation and collaboration amongst educators could help support positive educational outcomes for all students, including students with and without disabilities (Truscott et al., 2015). For the past 30-plus years the journal’s contributing authors, many of whom are giants in consultation research, have tackled a breadth and depth of topics related to educational and psychological consultation ultimately highlighting the value of consultative service delivery as an indirect support for clients, most often students in schools. My connection to JEPC developed when I was a school psychology doctoral student at the University of Maryland. In conjunction with the intensive school consultation training that I received at that time under the instruction and supervision of Dr. Sylvia Rosenfield, the journal’s content shaped my conceptual understanding of consultation and my paradigm for school psychology practice. Presently, as a graduate educator, the content informs my training of future school consultants. I published my first peer-reviewed publication in JEPC, and I have served as an Ad Hoc reviewer, Editorial Board member, special issue Guest Editor, and Associate Editor for the journal. In April of 2019 I applied to be JEPC Editor, and I submitted a vision statement highlighting my perspectives on the journal’s history, present, and future. However, much in the world has changed since that time, making the context for beginning this Editorship in January of 2021 different than I could have ever expected.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"1 - 7"},"PeriodicalIF":1.7,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1857108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43750355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-30DOI: 10.1080/10474412.2020.1866582
Steven E. Knotek, Kerri A. Dillon, Emily N. Toole
Abstract Consultee-Centered Consultation (CCC) is built upon the use of a constructivist, interactive approach to support conceptual change in consultees. Constructivism is foundational in ethnographic traditions as well and it focuses on understanding socially constructed meaning-making in cultural groups. Given the importance of constructivism in both traditions there is a natural alignment in the use of ethnography to study CCC. This paper illustrates unique contributions ethnography can make to explain and describe the application of CCC, from the social process of problem conceptualization to broadening our understanding of how underserved parents can be engaged as successful consultees. Additionally, it examines how ethnography can advance our theoretical knowledge of the CCC process. The text of four published studies that used ethnography to study CCC were scrutinized. Every article articulated how the ethnographic method was used to pose a research question, present a basis for the research strategy, and examine the studies’ findings.
{"title":"Ethnography and Consultee-Centered Consultation: Perfectly Aligned","authors":"Steven E. Knotek, Kerri A. Dillon, Emily N. Toole","doi":"10.1080/10474412.2020.1866582","DOIUrl":"https://doi.org/10.1080/10474412.2020.1866582","url":null,"abstract":"Abstract Consultee-Centered Consultation (CCC) is built upon the use of a constructivist, interactive approach to support conceptual change in consultees. Constructivism is foundational in ethnographic traditions as well and it focuses on understanding socially constructed meaning-making in cultural groups. Given the importance of constructivism in both traditions there is a natural alignment in the use of ethnography to study CCC. This paper illustrates unique contributions ethnography can make to explain and describe the application of CCC, from the social process of problem conceptualization to broadening our understanding of how underserved parents can be engaged as successful consultees. Additionally, it examines how ethnography can advance our theoretical knowledge of the CCC process. The text of four published studies that used ethnography to study CCC were scrutinized. Every article articulated how the ethnographic method was used to pose a research question, present a basis for the research strategy, and examine the studies’ findings.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"32 1","pages":"46 - 68"},"PeriodicalIF":1.7,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1866582","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-18DOI: 10.1080/10474412.2020.1848313
Daniel S. Newman, Kizzy Albritton, Courtenay A. Barrett, Lindsay M. Fallon, Gregory E. Moy, Colleen R. O’Neal, Skyler VanMeter
Issues of equity, access, and social justice in educational settings have received increased attention in the educational and psychological literature over the past several years, though there is s...
{"title":"Working Together Towards Social Justice, Anti-Racism, and Equity: A 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":"10.1080/10474412.2020.1848313","DOIUrl":"https://doi.org/10.1080/10474412.2020.1848313","url":null,"abstract":"Issues of equity, access, and social justice in educational settings have received increased attention in the educational and psychological literature over the past several years, though there is s...","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"8 - 12"},"PeriodicalIF":1.7,"publicationDate":"2020-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1848313","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41467622","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 : 2020-10-20DOI: 10.1080/10474412.2020.1824788
A. Gregory, A. Ward-Seidel, K. Carter
ABSTRACT Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP implementation for building infrastructure, strengthening staff and student capacity, and enacting multi-tiered supports. The current qualitative study draws on interview data with 18 school-based RP practitioners and principals from a large urban district in the Northeast. We used grounded theory to analyze the semi-structured interviews. Qualitative coding and analysis resulted in the development of 12 indicators of RP implementation. The 12 indicators offer a novel, practice-based guide for system-level consultation with a comprehensive approach to schoolwide buy-in, staff training, discipline policy reform, and equity and social justice.
{"title":"Twelve Indicators of Restorative Practices Implementation: A Framework for Educational Leaders","authors":"A. Gregory, A. Ward-Seidel, K. Carter","doi":"10.1080/10474412.2020.1824788","DOIUrl":"https://doi.org/10.1080/10474412.2020.1824788","url":null,"abstract":"ABSTRACT Across the United States, schools are implementing Restorative Practices (RP) to improve school climate and address disparities in discipline. The scope of such RP initiatives can remain ambiguous to school leaders. Given the need for greater clarity about RP initiatives, the current study sought to identify the varying components of RP implementation for building infrastructure, strengthening staff and student capacity, and enacting multi-tiered supports. The current qualitative study draws on interview data with 18 school-based RP practitioners and principals from a large urban district in the Northeast. We used grounded theory to analyze the semi-structured interviews. Qualitative coding and analysis resulted in the development of 12 indicators of RP implementation. The 12 indicators offer a novel, practice-based guide for system-level consultation with a comprehensive approach to schoolwide buy-in, staff training, discipline policy reform, and equity and social justice.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"147 - 179"},"PeriodicalIF":1.7,"publicationDate":"2020-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1824788","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48891684","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 : 2020-10-11DOI: 10.1080/10474412.2020.1816473
Colette L. Ingraham, Emily M Johnson, K. López
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. ARTICLE HISTORY Received 21 January 2020 Revised 13 August 2020 Accepted 21 August 2020
{"title":"What Kinds of Support Do Novice Consultants Request and Receive? A Constructivist Grounded Theory Investigation","authors":"Colette L. Ingraham, Emily M Johnson, K. López","doi":"10.1080/10474412.2020.1816473","DOIUrl":"https://doi.org/10.1080/10474412.2020.1816473","url":null,"abstract":"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. ARTICLE HISTORY Received 21 January 2020 Revised 13 August 2020 Accepted 21 August 2020","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1816473","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49259643","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 : 2020-10-11DOI: 10.1080/10474412.2020.1830409
Courtenay A. Barrett
ABSTRACT Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three implementation challenges described in the literature: (1) operationalizing coaching, (2) ensuring sufficient resource allocation, and (3) training in-service coaches. The purpose of this article is to outline a framework to guide systems-level consultants as they collaborate with schools to establish data systems for coaching, which include coaching data, teacher or classroom instructional data, and student data, which can be analyzed within the problem-solving process to monitor the fidelity and progress of coaching. Finally, a case example illustrates how these three levels of data can capture the multi-faceted process of coaching to address implementation challenges that impede the impact of coaching in schools.
{"title":"Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice","authors":"Courtenay A. Barrett","doi":"10.1080/10474412.2020.1830409","DOIUrl":"https://doi.org/10.1080/10474412.2020.1830409","url":null,"abstract":"ABSTRACT Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three implementation challenges described in the literature: (1) operationalizing coaching, (2) ensuring sufficient resource allocation, and (3) training in-service coaches. The purpose of this article is to outline a framework to guide systems-level consultants as they collaborate with schools to establish data systems for coaching, which include coaching data, teacher or classroom instructional data, and student data, which can be analyzed within the problem-solving process to monitor the fidelity and progress of coaching. Finally, a case example illustrates how these three levels of data can capture the multi-faceted process of coaching to address implementation challenges that impede the impact of coaching in schools.","PeriodicalId":46759,"journal":{"name":"Journal of Educational and Psychological Consultation","volume":"31 1","pages":"411 - 437"},"PeriodicalIF":1.7,"publicationDate":"2020-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10474412.2020.1830409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44543892","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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