ADVANCED EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION PSYC 9780

ADVANCED EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION
PSYC 9780
University of Nebraska at Omaha, Spring 2015
Time & Location: Tuesdays 4:00-6:40; ASH 401
Instructor:
Brian C. McKevitt, PhD, NCSP
Office:
Arts & Sciences Hall 347Q
Phone:
(402) 554-2498
Mobile:
Email:
[email protected]
Office Hours: Tuesdays and Thursdays 10:00-12:00 and by appointment
Required Course Readings:
• Kratochwill, T. R., & Bergan, J. R. (1990). Behavioral consultation in applied settings: An individual
guide. New York: Plenum.
• Brown, D., Pryzwansky, W. B., & Schulte, A. C. (2011). Psychological consultation and collaboration:
Introduction to theory and practice (7th ed.). Boston: Pearson.
• Other readings as assigned (most available electronically on Blackboard)
Course Description:
This course is designed to provide school psychology graduate students with a comprehensive understanding
of foundational theories and processes of consultation applied to educational and psychological needs of
children. Students will learn how to provide assessment and intervention services through a consultative
model of service delivery so they may become effective consultants. The course will emphasize the
relationship between the consultant and parents, teachers, and other professionals within the school and child
mental health settings. Although a behavioral/problem solving consultation model will be emphasized,
students will learn other consultation models as well. In addition, students will learn about methods of
organizational consultation and have the opportunity to develop skills related to the provision of professional
development training for teachers. An applied consultation experience in a local school district is a
fundamental component of this course.
UNO School Psychology Program Training Objectives and Course Learning Outcomes:
Based on the UNO School Psychology Program’s philosophy, students are trained according to the following
broad objectives throughout their coursework. The specific action steps that correspond to each objective and
that directly relate to the teaching, content, and goals of this course are indicated in parentheses after the
objectives and student learning outcomes. In addition, the program adheres to the training standards set forth
by the National Association of School Psychologists (NASP). NASP standards are incorporated into the
program’s training objectives and actions and are listed in brackets behind the appropriate action step.
1. Students will acquire the knowledge and skills represented in the scientist-practitioner model of school
psychology (1.1,1.2[NASP9], 1.3).
Student Learning Outcome
Product Required from this Course to
Demonstrate Learning Outcome
Students will read, critique, and apply scholarly work (1.1) • Staff development program presentation
related to consultation.
and product
• Organizational Consultation Project
activities and final report
• Readings Top 5 worksheet
PSYC 9780 Spring 2015
Students will use an empirically-based approach to all
•
fieldwork (1.1 and 1.2[NASP9]) including using data
collected in consultation casework to make decisions
about intervention effectiveness and client/consultee
change. (1.3)
Students will learn the underlying assumptions and theory •
of consultation through fieldwork (1.2[NASP9]) and will
analyze strengths and weaknesses of major models of
•
consultation.
2
Organizational Consultation Project
activities and final report
Organizational Consultation Project
activities and final report
Readings Top 5 worksheet
2. Students will acquire the knowledge and skills to become data-based problem-solvers for individual,
group, and systems-level issues (2.1, 2.2[NASP2], 2.4[NASP3], 2.5[NASP4], 2.6[NASP5]).
Student Learning Outcome
Product Required from this Course to
Demonstrate Learning Outcome
Students will learn to use the Response-to-Intervention
• Organizational Consultation Project
Model that is grounded in a problem solving approach
activities and final report
(2.1) as it relates to consultation.
Students will develop knowledge and skills of consultation • Organizational Consultation Project
(2.2[NASP2]) including:
activities and final report
• Understanding the relationship between the
• Interview simulation summary and
consultant, consultee, and the student involved
reflection
• Understanding of various approaches to consultation, • Videos and self-evaluation of consultation
including individual and organizational/system
interviews
consultation
• Staff development program presentation
• Demonstrating appropriate consultation techniques
and product
• Identifying and defining a problem through a
• Readings Top 5 worksheet
behavioral consultation framework
• Identifying issues that should be addressed when
providing staff training or when evaluating
instructional programs
• Applying consultation strategies that can improve
students’ ability to communicate and work effectively
with school professionals and parents.
Students will plan and facilitate the use of empirically
• Organizational Consultation Project
validated intervention techniques for academic
activities and final report
(2.4[NASP3]) and behavioral (2.5[NASP4]) concerns in a
• Interview simulation summary and
consultation framework.
reflection
• Intervention overview
Students will demonstrate skill in providing professional
• Staff development program presentation
development to impact educational services at a systems
and product
level (2.6[NASP5]).
3. Students will practice in a respectful and sensitive manner when addressing the needs of individuals from
diverse backgrounds (3.1[NASP8])
Student Learning Outcome
Product Required from this Course to
Demonstrate Learning Outcome
Students will consider diversity within the context of the
• Organizational Consultation Project
consultative relationship (3.1[NASP8]) by
activities and final report
PSYC 9780 Spring 2015
•
Incorporating the perspective of the teacher, parent,
and student when planning interventions
Identifying the role that cultural differences may play
in consultative relationships
•
•
3
Videos and self-evaluation of consultation
interviews
4. Students will become reflective practitioners and productive contributors to the profession (4.1,
4.6[NASP10])
Student Learning Outcome
Product Required from this Course to
Demonstrate Learning Outcome
Students will reflect on course content and field
• Organizational Consultation Project
experiences in class discussions and written work (4.1).
activities and final report
• Videos and self-evaluation of consultation
interviews
• Interview simulation summary and
reflection
Students will identify ethical and legal considerations
• Organizational Consultation Project
related to the provision of consultation services in schools
activities and final report
and will behave in accordance with professional, ethical,
and legal guidelines (4.6 [NASP10]).
Class Format:
Class time will consist of lecture, discussions, small group activities, and independent work time. Students
are responsible for all reading assignments. Please come prepared to take good notes and read the
assigned chapters and articles before coming to class! We will take a 10 minute break at approximately
5:15.
Evaluation Procedures:
This course will employ multiple opportunities for students to demonstrate their knowledge. A total of 200
points is available:
•
Organizational Consultation Project (45% of grade; 90 points)
Students will be placed on one of three work teams to provide systems-level consultation to a local
school district. Specific activities of the team will depend on the team assignment, but in general, each
team will analyze district level data, research strategies to address needs identified in the data, and
present findings and recommendations to school and district administrators. Further details about the
project and team activities will be discussed and distributed in class; however, all students will
complete the following assignments related to the project:
 Activity Log (5 points each; DUE Feb. 10 & Apr. 14)
 Data Analysis Summary (20 points; DUE Mar. 10)
 Consultant Effectiveness Evaluation (10 points; DUE Apr. 28)
 Final Report and Reflection (40 points; DUE Apr. 28)
 Team Presentation (10 points; DUE May 5)
•
Consultation Simulations (15% of grade; 30 points)
Students will conduct consultation simulations with third year practicum students. The simulations
will consist of two interviews—a problem identification interview and a problem analysis interview.
The PSYC 9780 student will act as the consultant and the practicum student will act as the consultee,
who will use one of his or her practicum cases for the interviews. The two interviews should be
videoed and students will complete a self-evaluation and reflection of their performance. Students will
PSYC 9780 Spring 2015
4
also present video clips of their interviews to the class. Further details about the simulations will be
discussed and distributed in class; however, below is a summary about required components with
their associated point values and due dates:
 Simulation Summary and Reflection (10 points; DUE Feb. 24)
 Video of two Consultation Interviews (with self-evaluation); 20 points; DUE Mar. 31)
•
Staff Development Program/Training Presentation & Product (35% of grade; 70 points)
Students will develop an original professional development program for school staff. Students should
identify an area of interest, research the area, and organize materials for training teachers and/or
other education professionals on the topic, including presentation materials, training materials, etc.
The program should have a tangible product such as a manual, videotape, or other material that can
be disseminated to professionals. The program should also include measures that can be used to
evaluate its effectiveness following application. NOTE: To develop breadth in students’ knowledge and
experiences, professional development programs may not be related to students’ EdS projects or to
the resource packets developed in PSYC 8590. Students should have their project ready by Apr. 7 and
be prepared to present it to the class on Apr. 7, 14, 21, or 28. The product you develop is worth 50
points and the presentation is worth 20 points. Topics must be approved by Mar. 10.
•
Accountability for Readings: “Top 5” (5% of grade; 10 points)
You must come prepared for class having read the chapters and articles for the week. As a source of
accountability for the readings, please come to class with your Top 5 pieces of information gathered
from the readings. Focus on big ideas, issues, and questions. We will use your Top 5 to generate
discussion. You will need to turn in a Top 5 Worksheet (available on Blackboard) for each class
session. Completion of the Top 5 Worksheets is worth 10 points towards your final grade.
•
Brief Intervention Overview
For class on Feb. 10, please prepare a few PowerPoint slides to share with the class about an academic
or behavioral intervention that you have researched. The intervention could focus on any age level or
problem area. The idea is to add to your intervention toolbox by sharing an intervention you have
investigated for an area of interest. This activity will not be graded but will used as part of class
discussion that evening.
Grading:
The following criterion-referenced grading scale will be used for determining your final grade. There are
200 points possible. To calculate your grade at any time, divide your total points by the total number of
points available up to that date, and refer to the percentages/grades below:
Total
points
198-200
186-197
180-185
Total
points
134-139
126-133
120-125
Percentage
99-100%
93-99%
90-92%
Grade
A+
A
A-
Percentage
Grade
67-69%
63-66%
60-62%
D+
D
D-
Total
points
174-179
166-173
160-165
Total
points
Below
120
Percentage
87-89%
83-86%
80-82%
Grade
B+
B
B-
Percentage
Grade
Below 60%
F
Total
points
154-159
146-153
140-145
Percentage
77-79%
73-76%
70-72%
Grade
C+
C
C-
PSYC 9780 Spring 2015
5
Note: Final total points that include a decimal of .5 or higher will be rounded to the next highest whole
number. Total points earned below 120 (below 60%) will result in a failing grade. Reminder: School
Psychology students must maintain at least a B average in all classes, with no grade below a C in order to
remain in the program. See the Program Handbook and Graduate School policies for more information.
Course Policies:
• The general expectation is that students will be able to attend all class meetings and complete all
assignments on time. Attendance is INCREDIBLY important, given that the class meets only once per
week. Extensions on assignments will not be allowed unless there is a legitimate, reasonable excuse
that is communicated directly to the instructor PRIOR to the due date. Unexcused late written
assignments will result in a deduction of 5% of earned points per day the assignment is late up to a
maximum of 50% point deduction (remember…emailing assignments as an attachment is a viable
option for handing in assignments on time).
•
Students may redo any written assignment on which less than 75% of possible points were earned. The
revised grade will be the average score between the original assignment and the revised assignment.
For example, a score of 28 on an assignment worth 40 points is eligible for a redo. If the student earns
35 points on the redo, the final score recorded for the assignment will be 31.5. If you choose to redo an
assignment, you must notify the instructor. The revised assignment must be turned in no later than 1
week from the time the original is returned. The revision policy does not apply to assignments due after
Apr. 21.
•
Please DO NOT ask the instructor for his personal notes if you miss class, unless you arrange it ahead
of time and have a valid reason why you cannot obtain notes from a classmate. Otherwise, it is your
responsibility to obtain notes from a peer. If you have questions about those notes, once obtained,
feel free to ask questions in person or via email.
•
Please discontinue the use of cell phones and other portable electronic devices as soon as class begins.
Phones should be TURNED OFF so as not to disturb the learning of others. In unusual circumstances
when you need to have your phone available, please notify the instructor prior to class. In addition to
turning off cell phones, please refrain from checking email, text messages, or social networking sites
during class time. It is very distracting to the instructor and to the other students who are participating
actively in the class. Laptops may be used for note taking only.
•
General class information, announcements, and many readings will be posted online on Blackboard.
Any PowerPoints, assignment guidelines, and grades also will be posted on Blackboard. You should
check email and Blackboard for announcements regularly.
•
There is an expectation of professionalism for this course and all your other UNO courses. This means
you should arrive to class on time, stay for the entire length of class, dress professionally for practicum
activities, and communicate verbally and in writing (including email) using professional language and
style. Sloppy work reflects poorly on you and our program.
•
Participation in class activities and discussions is encouraged and expected. Ask questions! In the event
you disagree with ideas presented by others, please refrain from any negative comments. Class
members not respecting others’ right to learning will be asked to leave the classroom and need to
speak to the instructor before returning.
PSYC 9780 Spring 2015
6
•
Academic dishonesty of any kind will not be tolerated and will be addressed in a manner consistent
with the University’s Academic Integrity Policy (see the School Psychology Program Manual or the UNO
Student Affairs website). In accordance with this policy, consequences for engaging in behavior that
goes against academic integrity will be handled on a case-by-case basis at the discretion of the
instructor. Penalties may range from zero credit on the assignment, to reduced or failing course grade,
to expulsion from the program. ANY instances of plagiarism or other misconduct will be reported to
the Program Director and Department Chair, and a record of the event will be placed in the student’s
file. Furthermore, depending on the situation, there may be consequences imposed by the School
Psychology Program in addition to those imposed at the course level. Students who do not agree with
the penalty decided by the instructor may follow a sequence of appeals. If you are unsure of whether
or not you are committing plagiarism, or want to refresh yourself, please check the tutorial at
http://www.indiana.edu/~istd/. Students should be aware that ALL assignments are subject to a
check for plagiarism. This may include submitting your paper to an electronic database that searches
for plagiarized text.
•
I wish to facilitate the learning of all students in the class. Accommodations are provided for students
who are registered with Disability Services and make their requests sufficiently in advance. For more
information, contact Disability Services (EAB 117, Phone: 554-2872, TTY: 554-3799) or go to the
website: www.unomaha.edu/disability. Use of accommodations in the classroom or in testing
situations will remain confidential. Please contact Dr. McKevitt with any special requests or
accommodations. Please address any other specific issues or needs related to your performance in
class to Dr. McKevitt as soon as possible.
•
The course policies can be summed up by the following expectations:
• Be Responsible
• Be Professional
• Be Academic
If you abide by these expectations, you will be successful in this class.
Daily Topics and Assignments:
Date:
Topics
Jan. 13
Introduction
Overview of Consultation
Jan. 20
Multi-tiered Systems of
Support;
Organizational/Systems
Consultation & Schools;
Guests from Westside
Community School District
4:30-5:30
Readings/Assignment Due:
[*Article is available on Blackboard]
Kratochwill, T. R., Altschaefl, M. R., & Bice-Urbach, B. (2014). Best
practices in school-based problem-solving consultation:
Applications in prevention and intervention systems. In P.
Harrison & A. Thomas (Eds.) Best practice in school
psychology: Data-based and collaborative decision making
(pp. 461-482). Bethesda, MD: NASP.
*Callan Stoiber, K. (2014). A comprehensive framework for
multitiered systems of support in school psychology. In P.
Harrison & A. Thomas (Eds.) Best practice in school
psychology: Data-based and collaborative decision making
(pp. 41-70). Bethesda, MD: NASP.
*McNamara, K. (2014). Best practices as an internal consultant in a
multitiered support system. In P. Harrison & A. Thomas
(Eds.) Best practice in school psychology: Data-based and
collaborative decision making (pp. 553-568). Bethesda,
MD: NASP.
Brown et al., ch 5
PSYC 9780 Spring 2015
Jan. 27
Feb. 3
7
*Castillo, J. M. & Curtis, M. J. (2014). Best practices in system-level
change. In P. Harrison & A. Thomas (Eds.). Best practices in
school psychology: Systems-level services (pp. 11-28).
Bethesda, MD: NASP.
*Meyers, J., Proctor, S. L., Graybill, E. C., & Meyers, A. B. (2009).
Organizational consultation and systems intervention. In T.
Gutkin & C. Reynolds (Eds.) The handbook of school
psychology (4th ed.; pp. 921-940). Hoboken, NJ: Wiley.
Organizational Consultation
*Burns, M. K., Kanive, R., & Karich, A. C. (2014). Best practices in
(cont.);
implementing school-based teams within a multitiered
system of support. In P. Harrison & A. Thomas (Eds.) Best
practice in school psychology: Data-based and
Instructional Consultation
collaborative decision making (pp. 569-581). Bethesda,
and Teaming
MD: NASP.
*Gravois, T. A., Groff, S., & Rosenfield, S. (2009). Teams as valueadded consultation services. In T. Gutkin & C. Reynolds
(Eds.) The handbook of school psychology (4th ed.; pp. 808820). Hoboken, NJ: Wiley.
*Rosenfield, S. (2014). Best practice in instructional consultation
and instructional consultation teams. In P. Harrison & A.
Thomas (Eds.) Best practice in school psychology: Databased and collaborative decision making (pp. 509-524).
Bethesda, MD: NASP.
*Reinke, W. M., Lewis-Palmer, T., & Merrell, K. (2008). The
classroom check-up: A classwide teacher consultation
model for increasing praise and decreasing disruptive
behavior. School Psychology Review, 37, 315-332.
Problem Solving Consultation: Kratochwill & Bergan, chs 1-3
Problem Identification,
Brown et al., ch 3
Problem Analysis
*Christ, T. J. & Aranas, Y. A. (2014). Best practices in problem
analysis. In P. Harrison & A. Thomas (Eds.) Best practice in
school psychology: Data-based and collaborative decision
making (pp. 87-98). Bethesda, MD: NASP.
*Noell, G. H., & Witt, J. C. (1996). A critical re-evaluation of five
fundamental assumptions underlying behavioral
consultation. School Psychology Quarterly, 11, 189-203.
*Kratochwill, T. R., Bergan, J. R., Sheridan, S. M., & Elliott, S. N.
(1998). Assumptions of behavioral consultation: After all is
said and done, more has been done than said. School
Psychology Quarterly, 13, 63-80.
*Noell, G. H., Gresham, F. M., & Duhon, G. H. (1998). Fundamental
agreements and epistemological differences in
differentiating what was said from what was done in
behavioral consultation. School Psychology Quarterly, 13,
81-88.
PSYC 9780 Spring 2015
Feb. 10
8
Feb. 17
Problem Solving Consultation: Kratochwill & Bergan, ch 4-5
Intervention Planning &
Brown et al., ch 11
Implementation;
*Elliott, S. N., Busse, R. T., & Shapiro, E. S. (1999). Intervention
techniques for academic performance problems. In T.
Consultation Interventions;
Gutkin & C. Reynolds (Eds.), The handbook of school
psychology (3rd ed.; pp. 664-685). New York: Wiley & Sons.
Evaluation of Consultation
*Gresham, F. M. (2004). Current status and future directions of
school-based behavioral interventions. School Psychology
Review, 33, 326-343.
*Noell, G. H., et al. (2005). Treatment implementation following
behavioral consultation in schools: A comparison of three
follow-up strategies. School Psychology Review, 34, 87106.
*Roach, A. T., & Elliott, S. N. (2005). Goal attainment scaling: An
efficient and effective approach to monitoring student
progress. Teaching Exceptional Children, 37(4), 8-17.
Shapiro, E. S. (2008). Best practices in setting progress monitoring
goals for academic skill improvement. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (pp.
141-157). Bethesda, MD: NASP.
Recommended: Shapiro, E. S. (2011). Academic skills problems:
Direct assessment and intervention (chapters 5-7). New
York: Guilford.
Please bring information about a few evidence-based
interventions to class (fluency, comprehension, math, writing,
behavior, secondary—whatever is interesting to you). Prepare a
few PowerPoint slides to share your information with others.
Organizational Consultation Project Activity Log #1 DUE
NASP Conference: NO CLASS
Feb. 24
Mental Health Consultation;
PREPaRE Refresher
Mar. 3
Effective Professional
Development
Brown et al., ch 2
*Sandoval, J. (2014). Best practices in school-based mental
health/consultee-centered consultation by school
psychologists. In P. Harrison & A. Thomas (Eds.) Best
practice in school psychology: Data-based and
collaborative decision making (pp. 493-507). Bethesda,
MD: NASP.
*Brock, S. E., Reeves, M. A., & Nickerson, A. B. (2014). Best
practices in school crisis intervention. In P. Harrison & A.
Thomas (Eds.) Best practice in school psychology: Systemslevel services (pp. 211-230). Bethesda, MD: NASP.
Simulation Summary and Reflection DUE
*Crothers, L. M., Kolbert, J. B., & Hughes, T. L. (2014). Best
practices in providing inservices for teachers and
principals. In P. Harrison & A. Thomas (Eds.) Best practice in
school psychology: Data-based and collaborative decision
making (pp. 583-593). Bethesda, MD: NASP.
*Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K.
S. (2001). What makes professional development
PSYC 9780 Spring 2015
Mar. 10
Legal and Ethical Issues
Mar. 17
Cultural and Family Issues in
Consultation
Mar. 24
Mar. 31
Spring Break: NO CLASS
Consultant and Consultee
Considerations
9
effective? Results from a national sample of teachers.
American Educational Research Journal, 38, 915-945.
*Joyce, B., & Showers, B. (1980). Improving inservice training: The
messages of research. Educational Leadership, 37, 379-385.
Brown et al., ch 12
*McCarthy, M. M., & Sorenson, G. (1993). School counselors and
consultants: Legal duties and liabilities. Journal of
Counseling and Development, 72, 159-167.
*Jacob, S. Decker, D. M., & Hartshorne, T. S. (2011). Indirect
services I: Ethical-legal issues in working with teachers and
parents (chapter 8). In Ethics and law for school
psychologists (6th ed., pp. 191-204). New York: Wiley.
Professional Development topic DUE
Organizational Consultation Project Data Analysis Summary DUE
Brown et al., ch. 7
*Ramirez, S. Z., Lepage, K. M., Kratochwill, T. R., & Duffy, J. L.
(1998). Multicultural issues in school-based consultation:
Conceptual and research considerations. Journal of School
Psychology, 36, 479-509.
*Miranda, A. H. (2014). Best practices in increasing cross-cultural
competency. In P. Harrison & A. Thomas (Eds.). Best
practices in school psychology: Foundations (pp. 9-19).
Bethesda, MD: NASP.
*McIntosh, P. (1988). White privilege: Unpacking the invisible
knapsack. Wellesley, MA: Wellesley College Center for
Research on Women.
*Lopez, E. C. (2000). Conducting instructional consultation through
interpreters. School Psychology Review, 29, 378-388.
*Esquivel, S. L., Ryan, C. S., & Bonner, M. (2008). Involved parents’
perceptions of their experiences in school-based team
meetings. Journal of Educational and Psychological
Consultation, 18, 234-258.
*Knotek, S. E. (2003). Bias in problem solving and the social process
of student study teams: A qualitative investigation of two
student study teams. Journal of Special Education, 37, 2-14.
Lee. C. C. (1995). Counseling for diversity. Allyn & Bacon: Boston.
Selected chapters to be distributed in class.
Brown et al., ch. 8
*Graham, D. S. (1998). Consultant effectiveness and treatment
acceptability: An examination of consultee requests and
consultant responses. School Psychology Quarterly, 13,155168.
*Gutkin, T. B. (1999). Collaborative versus directive/
prescriptive/expert school-based consultation: Reviewing a
false dichotomy. Journal of School Psychology, 37, 161-190.
*Kurpuis, D. J., & Rozecki, T. G. (1993). Strategies for improving
interpersonal communication. In J. Zins, T. Kratochwill, & S.
Elliott (Eds.), Handbook of consultation services for children
(pp. 137-158). San Francisco: Jossey-Bass.
PSYC 9780 Spring 2015
Apr. 7
Influence & Persuasion;
Project Presentations
Apr. 14
Stages of Concern and
Change;
Project Presentations
10
*Eckert, T. L., Russo, N., & Hier, B. O. (2014). Best practices in
school psychologists’ promotion of effective collaboration
and communication among school professionals. In P.
Harrison & A. Thomas (Eds.) Best practice in school
psychology: Data-based and collaborative decision making
(pp. 541-551). Bethesda, MD: NASP.
*Sterling-Turner, H. E., Watson, T. S., & Moore, J. W. (2002). The
effects of direct training and treatment integrity on
treatment outcomes in school consultation. School
Psychology Quarterly, 17, 47-77.
Videos and Self-evaluations/presentations DUE
*Erchul, W. P., Raven, B. H., & Ray, A. G. (2001). School
psychologists’ perceptions of social power bases in teacher
consultation. Journal of Educational and Psychological
Consultation, 12, 1-23.
*Gutkin, T. B., & Nemeth, C. (1997). Selected factors impacting
decision-making in prereferral intervention and other
school-based teams: Exploring the intersection between
school and social psychology. Journal of School Psychology,
35, 195-216.
*O’Keefe, D. J., & Medway, F. J. (1997). The application of
persuasion research to consultation in school psychology.
Journal of School Psychology, 35, 173-193.
Professional Development Activity and Presentation DUE
*Prochaska, J. O., DiClemente, C. C., & Norcross, J. (1992). In
search of how people change: Applications to addictive
behaviors. American Psychologist, 47, 1102-1114.
*Reinke, W. M., Herman, K. C., & Sprick, R. (2011). Motivational
interviewing applied to teacher consultation. In
Motivational Interviewing for Effective Classroom
Management. New York: Guilford.
*Sanetti, L. M.H., Kratochwill, T. R., & Long, A. C. J. (2013). Applying
adult behavior change theory to support mediator-based
intervention implementation. School Psychology Quarterly,
28, 47-62.
*Hall, G. E., Newlove, B. W., Rutherford, W. L., & Hord, S. M.
(1991). Measuring change facilitator stages of concern: A
manual for use of the CFSoCQ questionnaire. Greely, CO:
Center for Research on Teaching and Learning, University
of Northern Colorado. ERIC Document pp. 4-21 and
Appendix A.
*Roach, A. T., Kratochwill, T. R., & Frank, J. L. (2009). School-based
consultants as change facilitators: Adaptation of the
concerns-based adoption model (CBAM) to support the
implementation of research-based practices. Journal of
Educational and Psychological Consultation, 19, 300-320.
Organizational Consultation Project Activity Log #2 DUE
PSYC 9780 Spring 2015
Apr. 21
Apr. 28
May 5
11
*Osher, D., Dwyer, K, & Jackson, S. (2004). Safe, supportive and
successful schools step by step. Longmont, CO: Sopris West.
Chapter 5, pp. 101-120.
*Codding, R. S., Sanetti, L. M. H., & Reed, F. D. D. (2014). Best
practices in facilitating consultation and collaboration with
teachers and administrators. In P. Harrison & A. Thomas
(Eds.) Best practice in school psychology: Data-based and
collaborative decision making (pp. 525-539). Bethesda,
MD: NASP.
*Carey, K. (1995). Consultation in the real world. Journal of
Educational and Psychological Consultation, 6, 397-400.
Project Presentations
Organizational Consultation Project Final Report and Reflection
DUE
Consultant Effectiveness Evaluations DUE
Final Exam scheduled time is 5:00
Team Presentations
Barriers to Consultation;
Project Presentations
Note. This syllabus is subject to mid-course revisions. The timing and implementation of changes will be
negotiated as a class; however, the instructor reserves the right to make the final decision regarding any midcourse modifications.