Erchul / Martens School Consultation

Conceptual and Empirical Bases of Practice
3rd Auflage 2010
ISBN: 978-1-4419-5747-4
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 258 Seiten

Reihe: Issues in Clinical Child Psychology

Since its emergence during the 1960s, school consultation has become an important vehicle for delivering psychological and educational services. Cooperative efforts between skilled consultants and teachers, rooted in the principles of problem solving, social influence, and professional development, enhance student learning and adjustment while encouraging consultees to be more effective and proactive in their practice.The Third Edition of School Consultation: Conceptual and Empirical Bases of Practice shows in expert detail how this relationship works by synthesizing mental health and behavioral models of consultation with the most effective evidence-based practices (e.g., implementation support, response to intervention) informing the field today. The authors provide real-world contexts for all participants in the equation-consultants, teachers, students, staff, and the school itself-and thoroughly review consultation processes and outcomes for a contemporary practice-oriented approach suited to the new consultant, trainee, or researcher.Key features of the Third Edition include:An integrated mental health/behavioral model for school consultation.An organizational study of the school as a setting for consultation.Assessment issues and strategies particularly relevant to school consultation.Approaches to providing teachers with implementation support. Conceptual models for selecting academic and behavioral interventions.Administrative perspectives on school consultation.A real, transcribed case study analyzed by the authors.In the tradition of its predecessors, School Consultation, Third Edition, is a confidence-building tool for practitioners in school psychology, clinical child psychology, educational specialties, school counseling, special education, and school social work as well as a trusted reference for researchers in these fields.

William P. Erchul, Ph.D., is a Professor of Psychology at North Carolina State University, where he served as Director of the School Psychology Program from 1987 to 2004. He received his B.A. in Psychology and Communication Arts from the University of Wisconsin-Madison, and his Ph.D. in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to various North Carolina school systems, public agencies, and private businesses. Dr. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), an elected member of the Society for the Study of School Psychology, a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, and has been recognized as an outstanding faculty researcher at NCSU. He has been President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA's Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Dr. Erchul is board certified in school psychology by the American Board of Professional Psychology (ABPP) and has served as President of the American Academy of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation. Dr. Erchul has produced approximately 100 journal articles, book chapters, and other scholarly works, as well as three books. He has been associate editor of School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation. He also has served on the editorial review boards of five scholarly journals. Brian K. Martens, Ph.D., is a Professor of Psychology and Associate Chair of the Psychology Department at Syracuse University. He received his B.S. in psychology from Colorado State University, and earned his Ph.D. in 1985 from the APA-approved program at the University of Nebraska-Lincoln. Dr. Martens' research is concerned with translating findings from basic operant studies into effective school-based interventions, functional assessment and treatment of children's classroom behavior problems, and the instructional hierarchy as a sequenced approach to skill building. His scholarly record includes more than 100 published research articles, books, chapters, and invited reviews in the areas of applied behavior analysis, school consultation, and instructional intervention. Dr. Martens is a past Associate Editor of the Journal of Applied Behavior Analysis and School Psychology Quarterly, and currently serves as a Guest Associate Editor or Editorial Board member for five journals. Dr. Martens received the Lightner Witmer Award from Division 16 of APA in 1990, was named Outstanding Teacher of the Year at University College in 1995, and is a past member of the Board of Directors of the Society for the Experimental Analysis of Behavior. He was elected to Fellow status in Division 16 of APA in 1996, elected as a member of the Society for the Study of School Psychology in 2001, and named one of 90 Distinguished Alumni from the Teachers College at the University of Nebraska in 1997. Dr. Martens received the Editorial Appreciation Award from School Psychology Review in 2002 as well as the Excellence in Graduate Education Faculty Recognition Award from Syracuse University in 2006.

Autoren/Hrsg.

Erchul, William P.

Martens, Brian K.

Inhaltsverzeichnis

1;Preface;6
2;About the Authors;10
3;Contents;12
4;Part I Background;17
4.1;Chapter 1;18
4.1.1;Introduction to Consultation;18
4.1.1.1;The Effectiveness of Human Services Consultation;20
4.1.1.2;Historical Influences on the Human Services Consultant Role;21
4.1.1.2.1;Theoretical Issues;21
4.1.1.2.2;Professional Issues;22
4.1.1.2.3;Pragmatic Issues;23
4.1.1.3;Historical Influences on the School Consultant Role;24
4.1.1.3.1;Developments from the 1940s Through the 1970s;24
4.1.1.3.2;Developments During the 1980s and 1990s;25
4.1.1.3.3;Contemporary Developments;26
4.1.1.4;Reconceptualizing Consultation for Today’s Schools;27
4.1.1.4.1;Historical Summary;27
4.1.1.4.2;Our Definition of School Consultation;27
4.1.1.4.3;Assumptions of Our Approach to School Consultation;28
4.1.1.4.4;Topics Not Addressed in Our Approach to School Consultation;29
4.1.1.5;The Rest of the Book;30
4.2;Chapter 2;31
4.2.1;Problem Solving and Response to Intervention;31
4.2.1.1;Establishing a Context for RTI and the Modern Practice of School Consultation;32
4.2.1.1.1;Prevention as a Philosophical Influence;32
4.2.1.1.2;NCLB and IDEIA 2004 as Legislative Influences;33
4.2.1.1.2.1;NCLB (2001);33
4.2.1.1.2.2;IDEIA (2004);34
4.2.1.1.3;Empirical Influences;34
4.2.1.2;Problem Solving;35
4.2.1.2.1;What is Problem Solving?;35
4.2.1.2.2;Problem-Solving Teams;36
4.2.1.3;RTI;38
4.2.1.3.1;What is RTI?;38
4.2.1.3.2;RTI Systems of Implementation;38
4.2.1.3.3;Tier-Based Service Delivery Within RTI;39
4.2.1.3.3.1;Tier 1;39
4.2.1.3.3.2;Tier 2;40
4.2.1.3.3.3;Tier 3;41
4.2.1.3.3.4;Additional Considerations;41
4.2.1.3.4;Assessment and Intervention Methods Within RTI;42
4.2.1.4;Conclusion;43
4.3;Chapter 3;45
4.3.1;Promoting Change in Schools;45
4.3.1.1;Changing Beliefs, Attitudes, and Behaviors Within Consultation;45
4.3.1.1.1;The Need for Consultee Change;45
4.3.1.2;Helping the Consultee to Change;47
4.3.1.2.1;Collaboration: What Is It?;47
4.3.1.2.2;Should Consultants Influence Consultees and the Process of Consultation?;48
4.3.1.2.2.1;Early Process–Outcome Studies;48
4.3.1.2.2.2;Contemporary Process–Outcome Studies;51
4.3.1.2.3;Relevance of These Five Studies for School Consultants;52
4.3.1.2.4;A Clarification of Our Position;53
4.3.1.2.5;Are There Ethical Questions and Issues of Professional Dissonance Regarding the Use of Influence in Consultation?;53
4.3.1.2.6;If It Is Not a Collaborative Relationship, Then What Is It?;54
4.3.1.2.7;The Egalitarian Virus;55
4.3.1.3;General Strategies for Effecting Changes in Human Systems;55
4.3.1.3.1;Empirical–Rational Approach;56
4.3.1.3.2;Normative–Reeducative Approach;56
4.3.1.3.3;Power–Coercive Approach;56
4.3.1.3.4;Relevance of Chin and Benne’s Strategies for School Consultants;57
4.3.1.4;The Bases of Social Power and Their Application to School Consultation2;57
4.3.1.4.1;An Introduction to Social Power Bases and Social Influence;57
4.3.1.4.2;Coercive Power and Reward Power: Impersonal Forms;59
4.3.1.4.3;Coercive and Reward Power: Personal Forms;61
4.3.1.4.4;Legitimate Power: Position, Reciprocity, Equity, and Responsibility-Dependence;62
4.3.1.4.5;Expert Power and Referent Power: Positive Forms;63
4.3.1.4.5.1;Early Empirical Studies of Positive Expert and Positive Referent Power in School Consultation;63
4.3.1.4.6;The Expert–Referent Power Dilemma;64
4.3.1.4.7;Expert and Referent Power: Negative Forms;64
4.3.1.4.8;Informational Power: Direct and Indirect Forms;65
4.3.1.4.9;Empirical Studies of Raven’s (1992, 1993) Social Power Bases Applied to School Consultation;66
4.3.1.4.9.1;Groupings of Social Power Bases: The Soft Versus Harsh Distinction;67
4.3.1.4.9.2;Effectiveness Versus Likelihood of Use of Power Bases;67
4.3.1.4.10;Relevance of Social Power Base Research Studies for School Consultants;68
4.3.1.5;Other Means of Influence;68
4.3.1.5.1;Invoking or Reducing the Power of Third Parties;68
4.3.1.5.2;Preparatory Devices: Setting the Stage for Social Influence;69
4.3.1.5.3;The Mode of Influence;71
4.3.1.6;A Power/Interaction Model of Interpersonal Influence and Its Application to School Consultation;71
4.3.1.6.1;The Motivation to Influence;71
4.3.1.6.2;Assessment of Available Power Bases3;73
4.3.1.6.3;Assessment of the Available Bases in Relation to Target, Power, Preferences, and Inhibitions;73
4.3.1.6.4;Preparing for the Influence Attempt;73
4.3.1.6.5;Choice of Power Bases and Mode in Influence Attempts;74
4.3.1.6.6;Assessing the Effects of Influence;74
4.3.1.7;Conclusion;74
4.3.1.8;Notes;75
4.4;Chapter 4;76
4.4.1;The School as a Setting for Consultation;76
4.4.1.1;Organizational Traditions in the Public School System;77
4.4.1.1.1;Classical Organizational Theory;77
4.4.1.1.2;The Human Relations Movement;79
4.4.1.1.2.1;Recitation;82
4.4.1.1.2.2;Teacher-Directed Small Groups;82
4.4.1.1.2.3;Seatwork;83
4.4.1.1.3;Organizational Behavior Theory;83
4.4.1.2;The Service Structure of Public Schools;84
4.4.1.2.1;Available Services;84
4.4.1.2.1.1;Regular Education at Sloane;85
4.4.1.2.1.2;Special Education at Sloane;86
4.4.1.2.1.3;Support Services;87
4.4.1.2.2;The Refer-Test-Place Sequence;87
4.4.1.2.3;The Role of Consultation;89
4.4.1.3;School Consultation from an Administrative Perspective;89
4.4.1.3.1;Factors Influencing the Use of Consultation Services;89
4.4.1.3.2;The Three Paradoxes of School Consultation;91
5;Part II Consultation Processes and Outcomes;94
5.1;Chapter 5;95
5.1.1;Bases of an Integrated Model of School Consultation;95
5.1.1.1;Community Mental Health and Mental Health Consultation Bases;95
5.1.1.1.1;Population-Oriented Preventive Model;96
5.1.1.1.2;Crisis Model;97
5.1.1.1.3;Support Systems Model;98
5.1.1.1.4;Caplan’s Model of Mental Health Consultation;98
5.1.1.1.4.1;Fundamental Assumptions;99
5.1.1.1.4.2;The Four Types of Mental Health Consultation;100
5.1.1.1.4.3;The Consultant–Consultee Relationship;101
5.1.1.1.4.4;Sources of Consultee Difficulty;101
5.1.1.1.5;How the Mental Health Consultant Offers Support to Consultees;102
5.1.1.2;Behavioral Psychology and Behavioral Consultation Bases;103
5.1.1.2.1;Problem-Solving Model;103
5.1.1.2.2;Application of Behavior Modification in Natural Settings;104
5.1.1.2.3;Bergan’s Model of Behavioral Consultation;104
5.1.1.2.3.1;Fundamental Assumptions;105
5.1.1.2.3.2;Problem Identification;105
5.1.1.2.3.3;Problem Analysis;106
5.1.1.2.3.4;Plan Implementation;106
5.1.1.2.3.5;Problem Evaluation;106
5.1.1.2.3.6;Updates to the Original Interview Series;107
5.1.1.2.3.7;Verbal Behavior of the Behavioral Consultant;107
5.1.1.2.3.8;Behavioral Consultation Research Using the CAR;108
5.1.1.2.4;Interpersonal Influence and Social Power Bases;108
5.1.1.3;Summary of the Bases of an Integrated Model of School Consultation;109
5.1.1.4;Achieving Entry in School Consultation: Entering the Service Delivery Network;109
5.1.1.4.1;Assessing the School as an Organization: Some General Considerations;110
5.1.1.4.1.1;Getting to “Know the Territory”;110
5.1.1.4.1.2;Assessing a School’s Readiness for Change;111
5.1.1.4.2;Negotiating the Contract;112
5.1.1.4.3;Achieving School-Level (Physical) Entry;113
5.1.1.4.3.1;Building Relationships with the Host School;113
5.1.1.4.3.2;Addressing Confidentiality Issues;113
5.1.1.4.3.3;Obtaining the Sanction of the Principal and Other Administrators;114
5.1.1.4.4;Achieving Classroom-Level (Psychological) Entry;114
5.2;Chapter 6;116
5.2.1;Model Description and Application;116
5.2.1.1;A Critical Appraisal of Consultation Models;116
5.2.1.1.1;Mental Health Consultation;116
5.2.1.1.2;Behavioral Consultation;118
5.2.1.1.3;The Consultative Relationship;121
5.2.1.2;An Integrated Model of School Consultation;121
5.2.1.2.1;Precursors to School Consultation;124
5.2.1.2.2;The Problem-Solving Task;126
5.2.1.2.2.1;The Problem Identification Interview;126
5.2.1.2.2.2;The Problem Analysis Interview;126
5.2.1.2.2.3;The Problem Evaluation Interview;127
5.2.1.2.2.4;Interviewing Tactics;128
5.2.1.2.3;The Social Influence Task;128
5.2.1.2.4;The Support and Development Task;131
5.2.1.2.4.1;Implementation Protocols and Other Mediational Cues;132
5.2.1.2.4.2;Social Influence Strategies;133
5.2.1.2.4.3;Setting Goals for Teacher Behavior;133
5.2.1.2.4.4;Performance Feedback and Reinforcement;134
5.2.1.2.5;Outcomes of School Consultation;135
5.3;Chapter 7;137
5.3.1;Assessment in School Consultation;137
5.3.1.1;Functional Behavior Assessment;139
5.3.1.1.1;Indirect Assessment Phase;141
5.3.1.1.2;Direct Assessment Phase;142
5.3.1.2;Systematic Formative Evaluation;144
5.3.1.3;Brief Experimental Analysis;146
5.4;Chapter 8;150
5.4.1;Selecting Effective School-Based Interventions;150
5.4.1.1;Effectiveness of Intervention Alternatives;151
5.4.1.1.1;Results from Meta-Analytic Reviews;151
5.4.1.1.2;The Role of ABA in School-Based Intervention;152
5.4.1.2;Conceptual Models of Children’s Learning and Behavior Problems;153
5.4.1.2.1;Academic Intervention Models;153
5.4.1.2.2;Behavioral Intervention Models;156
5.4.1.2.3;Limitations of ABA Approaches to School-Based Intervention;160
5.4.1.3;Implementation Issues;160
5.4.1.3.1;Conceptual Relevance;161
5.4.1.3.2;Treatment Strength;162
5.4.1.3.3;Treatment Acceptability;162
5.4.1.3.4;Treatment Integrity;163
6;Part III Key Participants in Consultation;165
6.1;Chapter 9;166
6.1.1;Teachers as Consultees;166
6.1.1.1;Perspectives on Teachers and Teaching;166
6.1.1.1.1;The Complexity of Classroom Teaching;166
6.1.1.1.2;The Rewards of Teaching;168
6.1.1.1.3;Major Challenges Facing Teachers Today;169
6.1.1.1.3.1;The Decline and Dearth of Extrinsic Rewards;169
6.1.1.1.3.2;Students as Less Motivated and More Difficult to Teach;169
6.1.1.1.3.3;Parents as Unsupportive;170
6.1.1.1.3.4;Increased Vulnerability;170
6.1.1.1.4;Teacher Recruitment, Attrition, and Retention;171
6.1.1.1.5;Implications for the School Consultant;171
6.1.1.2;Perspectives on Teachers and School Consultation;172
6.1.1.2.1;Three Views on Why Teachers Seek Consultation;172
6.1.1.2.2;Teacher Expectations for Consultation;174
6.1.1.2.3;What Teachers Do Before Seeking Consultation;176
6.1.1.2.4;Factors that Distinguish Teachers Who Participate in Consultation from Those Who Do Not;177
6.1.1.3;Increasing the Effectiveness of Consultation with Teachers;178
6.1.1.3.1;Adapting Consultation to the Teacher’s Schedule: The 15-Min Consultation;178
6.1.1.3.2;Consulting as Part of a Prereferral Intervention/Problem-Solving Team;179
6.1.1.3.3;Increasing Knowledge/Skill Transfer and Maintenance;181
6.1.1.4;Providing Consultative Support to Teachers;183
6.2;Chapter 10;184
6.2.1;Students as Clients;184
6.2.1.1;Legislation Governing Service Delivery in the Schools;185
6.2.1.2;Educational Approaches to Classification;187
6.2.1.2.1;Rationale for Classifying Special Needs Students;188
6.2.1.2.2;Overview of Childhood Disabilities;189
6.2.1.2.3;Students Classified as Learning Disabled;192
6.2.1.2.4;Students Classified as Emotionally Disturbed;194
6.2.1.3;A Contextual Model of Student Achievement;196
6.2.1.3.1;Variables Limiting Individualized Instruction;196
6.2.1.3.2;Variables Related to Student Achievement;197
6.3;Chapter 11;200
6.3.1;Consultation Case Study;200
6.3.1.1;Problem Identification Interview: February 18;201
6.3.1.1.1;An Analysis of the First Interview;209
6.3.1.2;Problem Analysis Interview: March 4;211
6.3.1.2.1;An Analysis of the Second Interview;219
6.3.1.3;Problem Evaluation Interview: April 9;221
6.3.1.3.1;Child Measures;221
6.3.1.3.2;Teacher/Consultation Case Measures;222
6.3.1.4;Conclusion;222
6.4;Chapter 12;224
6.4.1;Epilog: The Effective Practice of School Consultation;224
7;References;227
8;Author Index;250
9;Subject Index;258