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Full-Text Articles in Education
Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon
Preparation Of School Psychologists In Behavioral Consultation Service Delivery, Thomas R. Kratochwill, Pamela Carrington Rotto, Susan M. Sheridan, Diane Salmon
Department of Educational Psychology: Faculty Publications
Practicing school psychologists have reported that consultation generally has been a high priority in service delivery approaches in schools and other applied settings (e.g., Gutkin, Singer, & Brown, 1980; Lesiak & Lounsbury, 1977; Meacham & Peckam, 1978). Although many practitioners now receive didactic training, few school psychology programs may actually provide a field practicum or other supervised experience in consultation. Formal applied training in consultation is important for several professional and ethical reasons. In the last decade, there has been growing concern over the limitations of traditional psychoeducational services provided to children in school settings. For example, studies have demonstrated …
Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart
Preparing Professionals For Educational Partnerships: An Interdisciplinary Approach, Marshall Welch, Susan M. Sheridan, Addie Fuhriman, Ann W. Hart, Michael L. Connell, Trish Stoddart
Department of Educational Psychology: Faculty Publications
An interdisciplinary course was developed in the Graduate School of Education at the University of Utah, team taught by faculty members from the Departments of Educational Administration, Educational Psychology, Educational Studies, and Special Education. This unique course was designed to provide prospective teachers, special educators, school psychologists, counselors, and administrators insights into conceptual and practical components of collaborative problem solving and conflict management. This article describes the initial development and implementation, as well as content, activities, assignments, and evaluation procedures of this course. The education of all youth is the shared responsibility of classroom teachers, special educators, administrators, related professionals, …
A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto
A Conceptual Model For The Expansion Of Behavioral Consultation Training, Susan M. Sheridan, Diane Salmon, Thomas R. Kratochwill, Pamela J. Carrington Rotto
Department of Educational Psychology: Faculty Publications
In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented.
What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan
What Do We Mean When We Say "Collaboration"?, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
In the first of what certainly will be many thoughtful and provocative articles to appear in this column, Witt (1990) questioned the validity of the broadly accepted mandate that "our consultative interactions be collaborative” (p. 367). He continued with anecdotes illustrating ineffective teaching practices and deficient teacher skills which mitigated against the desirability of a "true" collaborative approach. The title of the article articulates Witt’s stated purpose: "Collaboration in School-Based Consultation: Myth in Need of Data." My purpose in this article is not to argue for or against Witt’s position. Rather, I suggest that we go beyond this argument and …
Consultation And Teaming: Problem Solving Among Educators, Parents, And Support Personnel, Stephen N. Elliott, Susan M. Sheridan
Consultation And Teaming: Problem Solving Among Educators, Parents, And Support Personnel, Stephen N. Elliott, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This article examines the nature and use of consultation and in-school teams in the delivery of psychoeducational services for children experiencing difficulties in school. Underlying both consultation and school-based teams is an explicit problem-solving process that has been shown to facilitate problem resolution for a target child and can also advance the knowledge of the adults who participate in the process. Practical, step-by-step illustrations of problem solving within a consultative relationship are provided and extended to team problem solving. Research literature supporting these practices also is briefly reviewed.
Consultant And Client Outcomes Of Competency-Based Behavioral Consultation Training, Susan M. Sheridan
Consultant And Client Outcomes Of Competency-Based Behavioral Consultation Training, Susan M. Sheridan
Department of Educational Psychology: Faculty Publications
This article examines how despite increasing demands and empirical support for consultation, its actual practice in schools continues to be limited. One barrier to the systematic provision of consultation services in the schools may be the lack of applied training provided to preservice individuals in graduate preparation programs. A model of behavioral consultation training which extends previous competency- based programs is presented. Trained five doctoral students in school psychology in behavioral consultation procedures using written manuals, videotape models, behavioral rehearsal, performance feedback, self-monitoring, and generalization training. Following university-based practice with trained consultees and student teachers, consultants were assigned consultation cases …