Collaborative Consultation in the Schools is the only text to explain how to successfully collaborate with a range of professionals, students, and families in a school setting. The revised fourth edition has a new focus on problem-solving collaboration and places these activities within a larger Response-to-Intervention service delivery model. The text discusses scientifically based practices for consulting on academic and behavior problems, including methods for assessing and supporting intervention integrity. In addition, the application of current research is now illustrated in a number of case studies throughout this text. As always, this unique text continues to provide ample activities and examples for students and practitioners alike regarding practicing effective and collaborative school consultation in a variety of educational environments.
Collaborative Consultation in the Schools: Effective Practices for Students with Learning and Behavi
Collaboration is an effective tool that allows general educators, special educators, learning specialists, administrators, and other stakeholders to work together to meet the needs of students. Collaboration is particularly important to sustain inclusive settings. No single educator should be responsible for holding the expertise in the infinite presentations of learner variability. Further, students work with multiple adults within a school building. Collaboration creates safe conditions for students and educators to share knowledge and collectively problem-solve. The primary purposes of collaboration include: identifying and sharing effective academic, behavior, and social-emotional instructional practices, ensuring that practices are consistent across all providers, and ensuring that the students benefit from those practices.
One key finding was that collaboration was identified as a key strategy for meeting the needs of students with learning and attention challenges. Indeed, consistent and structured times to meet to analyze data (e.g., exit tickets, summative assessments, behavior logs) and collaborative problem-solving is important for teachers and for students. It can identify student assets, which can be applied across multiple settings. Collaborative times are also an opportunity to identify student needs and ensure that the right interventions are implemented.
Our students are in a mental health crisis, one that disproportionately impacts students with learning disabilities. A 2019 CDC report indicated 33% of high school students experienced persistent feelings of sadness or hopelessness. This number jumped to 44% during the pandemic. For those of us in the learning disability community, mental health issues permeate our everyday lives. The limited research we have supports a strong correlation between learning disabilities and mental health disorders. For example, one study found that individuals with learning disabilities report mental health issues such as anxiety, depression, and suicidal ideation at twice the rate of their non-disabled peers, even controlling for possible confounding factors. Another meta-analytic study shows varying rates of comorbidity, from 8% to 46.3%, for ADHD and anxiety among students with LD.
Generally, poor mental health is associated with challenges with decision making, difficulty in school, difficulty forming positive relationships, and other risky or potentially harmful behaviors. Dual-disability diagnoses present even greater challenges, as many experience persistent stress, anxiety,, trauma, bullying, internalizing problems, and feelings of social isolation as they navigate a world with learning disabilities and mental health disorders. These negative experiences are especially concerning when you consider that almost one-third of incarcerated individuals report having a learning disability, and mental health issues affect approximately half of the incarcerated populations.
We know that students with LD report more issues with mental health. However, that is the extent of the research. We do not know the cause of these lower mental health rates in students with learning disabilities. Anecdotal reports by students with LD suggest that many experience educational trauma. We need research in order to know the extent and impact of this educational trauma. Is educational trauma a risk factor for poor mental health?
Domain 2: Consultation and Collaboration School psychologists understand varied models and strategies of consultation and collaboration applicable to individuals, families, groups, and systems, as well as methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others.
Domain 5: School-Wide Practices to Promote Learning School psychologists understand systems structures, organization, and theory; general and special education programming; implementation science; and evidence-based, school-wide practices that promote learning, positive behavior, and mental health. School psychologists, in collaboration with others, develop and implement practices and strategies to create and maintain safe, effective, and supportive learning environments for students and school staff.
Domain 8: Equitable Practices for Diverse Student Populations School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse characteristics and the impact they have on development and learning. They also understand principles and research related to diversity in children, families, schools, and communities, including factors related to child development, religion, culture and cultural identity, race, sexual orientation, gender identity and expression, socioeconomic status, and other variables. School psychologists implement evidence-based strategies to enhance services in both general and special education and address potential influences related to diversity. School psychologists demonstrate skills to provide professional services that promote effective functioning for individuals, families, and schools with diverse characteristics, cultures, and backgrounds through an ecological lens across multiple contexts. School psychologists recognize that equitable practices for diverse student populations, respect for diversity in development and learning, and advocacy for social justice are foundational to effective service delivery. While equality ensures that all children have the same access to general and special educational opportunities, equity ensures that each student receives what they need to benefit from these opportunities.
Domain 9: Research and Evidence-Based Practice School psychologists have knowledge of research design, statistics, measurement, and varied data collection and analysis techniques sufficient for understanding research, interpreting data, and evaluating programs in applied settings. As scientist practitioners, school psychologists evaluate and apply research as a foundation for service delivery and, in collaboration with others, use various techniques and technology resources for data collection, measurement, and analysis to support effective practices at the individual, group, and/or systems levels.
Applied behavioral science is a broad field of study using behavioral research and knowledge to solve real-world problems. The study of applied behavioral science is based on principles of exploring and understanding complex human behavior. ABA can be used to teach new skills, enhance performance, or reduce challenging behaviors in people of all ages, with or without disabilities. The specific focus of ABA interventions is unique to each person or situation, but in general, the goal is to increase behaviors that are helpful and promote learning. ABA can be used with any population including children, adults, families, and communities.
The CBA modules were specifically developed for learners to become fluent with the ABA terminology and prepare for the certification exam. Each learning module set consists of a 60 minute acquisition module and a timed fluency module. Specific CBA modules will be assigned in each of the 6 core courses. Within each module, students will complete the acquisition section followed by the fluency test. Though not required, students are encouraged to maintain their subscription until they sit for the BCBA exam. More information about the CBA modules >
Domain 2: Consultation and Collaboration-School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, schools and systems, and methods to promote effective implementation of services. As part of a systematic and comprehensive process of effective decision making and problem solving that permeates all aspects of service delivery, school psychologists demonstrate skills to consult, collaborate, and communicate effectively with others. Examples of professional practices include:
Domain 3: Interventions and Instructional Support to Develop Academic Skills-School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies. School psychologists, in collaboration with others, demonstrate skills to use assessment and data collection methods and to implement and evaluate services that support cognitive and academic skills. Examples of professional practices include:
Domain 5: School-Wide Practices to Promote Learning-School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental and behavioral health. School psychologists, in collaboration with others, demonstrate skills to develop and implement practices and strategies to create and maintain effective and supportive learning environments for children and others. Examples of professional practices include: 2ff7e9595c
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