Assessment of Consultation and Intervention Implementation: A Review of Conjoint Behavioral Consultation Studies

Reviews of treatment outcome literature indicate treatment integrity is not regularly assessed. In consultation, two levels of treatment integrity (i.e., consultant procedural integrity [CPI] and intervention treatment integrity [ITI]) provide relevant implementation data. Specifically, assessment of CPI and ITI are necessary to conclude (a) consultation is functionally related to consultee implementation behavior and (b) intervention implementation is functionally related to student outcomes. In this article, study characteristics and the presence of treatment integrity at both levels are examined in 21 studies utilizing Conjoint Behavioral Consultation, a model of consultation that includes multiple consultees. Results indicate that in approximately half of studies, CPI, ITI, or both are assessed and, when reported, treatment integrity is moderately high across both levels. However, there are distinct differences in the assessment and reporting of these levels of treatment integrity. Limitations and implications for consultation research and treatment integrity reporting are discussed.     

School-Based Behavioral Consultation: Delivering Treatment for Children's Externalizing Behavior in the Classroom

This study examined the efficacy of school-based behavioral consultation as a method of delivering treatment for children with externalizing behavior problems. Behavioral consultation was conducted with teachers of 3 general education students identified as exhibiting clinically significant externalizing behavior in the classroom. An A-B design with replication across participants and a follow-up phase was used to analyze the effectiveness of consultative treatment on students' disruptive behavior. Direct observation and behavioral checklist data indicated a significant decrease in externalizing behavior from baseline to treatment. Teachers indicated satisfaction with consultation services and viewed the treatment plan as appropriate, fair, and reasonable for their students. The results are taken as general support for the effectiveness of school-based behavioral consultation as a method of delivering treatment for children with significant behavior problems. Limitations, implications for consultation practice, and future research are discussed.     

A Framework for the Acquisition of Collaborative Consultation Skills

The purpose of this article is to identify essential areas of expertise for the special educator who functions in the role of collaborating teacher. Four training components-personal communication style, communication skills, stages in the collaborative process, and service delivery models-are examined. Sample objectives and collaborative responsibilities are delineated, and the need for further research in this area is discussed.     

Using Extraction Experiment as a Tool for Teaching Scientific Process Skills

Laboratory work educates students about the ＂processes of science＂. But it is suggested that students＇ learning level is low because of limited application of science processes in their laboratory work. Extraction experiment was chosen as the topic since it allows students to apply many of their basic chemistry knowledge, and it can be readily to gain understanding of scientific proceses required for an investigation. This study has been carried out with 40 students who are in the first year of Science Teaching Division at Trakya University, Faculty of Education. These students were divided into two groups of the experimental group and the control group, each group containing 20 students. The students of the experimental group were given knowledge about basic scientific process skills, and a procedure in detail to follow was given. But the students of the control group was given a standard procedure. The students of both groups were asked about what and why they did while they were performing the laboratory investigation. We observed that the experimental group students used the basic process skills, understood the extraction experiment, and realized what and why they did from this activity better than the control group students. The control group students did not know why they did laboratory work and they tended to focus on completing the task rather than learning from it. We considered that the experience would be helpful for students to improve scientific process skills if the students successfully acquired procedural understanding. Students＂ scientific processskills will develop as long as they use the skills.     

科学过程技能及其培养策略

生物学科学探究能力的形成是建立在动作技能、认知技能与探究技能整合的科学过程技能的基础之上。分析科学过程技能及其分类,科学过程技能与能力的关系,探讨培养学生过程技能的策略,使其促进学生学习素养的提高。     

工作单：一种有效评价科学过程技能的工具

工作单是国际科学教育界评价科学过程技能的一种重要工具。它要求学习者对探究过程进行科学、真实地记录,可分为开放性工作单、结构性工作单和引导性工作单三种类型。本文试从工作单收集评价信息的全面性、记录探究过程的有效性与可靠性和低成本三方面论述工作单的优点和可行性,以期在教学实践中推广使用。     

A Conceptual Model for the Expansion of Behavioral Consultation Training

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.     

Barriers to Treatment Success in Behavioral Consultation: Current Limitations and Future Directions

Behavioral consultation is a prominent indirect service model in the practice of psychology in the schools. Despite some empirical support for the use of behavioral consultation strategies, consultants frequently face a number of barriers to implementation of treatment in practice. This article outlines a number of these barriers in behavioral consultation, including the lack of standardization of consultation, lack of specific training of consultants, little or no consultee (teacher) training, problems surrounding target behavior identification, and external constraints to consultation. Each of these areas is described along several dimensions that need to be addressed in future research.     

经合组织社会情感技能测评框架及其对我国的启示

社会情感技能作为当代年轻人应对复杂世界、谋求可持续发展的必备能力,已成为国际教育领域关注的热点问题。经济合作与发展组织以"大五人格模型"为基础开发了社会情感技能测评框架与工具,并在2019年首次开展了社会情感技能的国际测评。该测评框架将社会情感技能划分为工作表现、情绪调节、与他人交往、协作、开放性思维以及复合技能6个维度,同时,还设置背景问卷,以探究家庭、学校、社区等环境因素对个体社会情感技能发展的影响。借鉴经济合作与发展组织的测评经验,我国在独立开展社会情感技能测评时要注重测评结果的政策导向功能与改进功能,创新测评工具,促进测评手段和方式的多元发展。     

孤残儿童的社会交往能力、心理行为问题与寄养

本研究运用"孤残儿童教育基本情况表"和"CBCL儿童行为量表"对寄养孤残儿童的社会交往能力和心理行为问题进行了调查,结果表明孤残儿童的社会交往能力普遍落后于正常儿童,并存在各种心理行为问题.寄养可促使孤残儿童社会交往能力的显著发展,但单纯的寄养不能解决孤残儿童存在的心理行为问题.     

Assessment in the Evaluation of Self-Regulation as a Process

The role of assessment is central to the current work in the field of self-regulation research, to the conceptualizations derived from empirical work, and to the operationalisation of its concepts in individual and classroom implementations. The various instantiations of the concept of self-regulation, all presuppose a detailed accounting of many different components, with each of them being represented by a variety of proxy variables which can be measured to establish the appropriate level at which the individual or group in question is functioning or performing. A review of the literature reveals a very diverse set of models and assessment instruments, many attempting to establish constructs with serious definitional problems, and conceptual overlaps. It is necessary then to establish their validity and the exact nature of their participation, as well as a clear differentiation between them. The assessment instruments which have been used so far are equally diverse, addressing the demands of the various components of the self-regulation models used and the different aspects emphasized in the research, including socio-cultural, cognitive, and volitional aspects. It is essential, to study carefully the relationship between assessment and the elements of the self-regulation process. This careful analysis will lead to a refinement of the instruments used, to the development of appropriate assessment methodologies and strategies, and to a richer conceptualization of the self-regulatory process (SR) based on empirical assessment data to inform the theory and model construction.     

Competent Consultation: Developing Self-Efficacy for Process and Problem Aspects of Consultation

ABSTRACT

Using samples of novice and advanced consultants in training (CITs), this study explored the development of consultation self-efficacy (CSE) for both process-oriented and problem-oriented aspects of consultation. Regardless of experience level, self-efficacy in both domains increased with training. However, significantly greater gains were made by novice CITs as compared to their advanced counterparts. In addition, feedback collected from consultees was generally favorable, and consultants received high ratings on items that reflected both process- and problem-focused skills. Implications for consultation training are discussed.     

New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students

Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools.     

Fat in School: Applied Interdisciplinarity as a Basis for Consultation in Oppressive Social Context

Children and youth in schools are subject to the effects of the larger culture's attitudes and values related to body size. When negatively biased, these attitudes and values can have detrimental effects and thus emerge as relevant to educational and psychological consultants. Drawing on the nascent field of Fat Studies with its focus on the cultural meanings attached to large bodies, we identify direct implications of fat phobia for school-age children and youth. Via a brief case example, an initial review of literature, and several examples of health-positive programming, we describe the social justice implications of fat phobia for consultants in school and community settings. In this consideration of the role of consultants for addressing fat bias and supporting health, we also suggest the merit of applied interdisciplinarity as a strong ground for consultation research and practice. The academic area of Fat Studies provides illustration of the integration of disciplinary perspectives (e.g., sociology, anthropology, biology, psychology). Educational and psychological consultation is ideally situated for systematically engaging such interdisciplinarity in support of practical outcomes that are healthy, sustainable, and socially just.     

Advances in the Theory and Practice of Rational-Emotive Behavioral Consultation

This article provides an overview of the current theory and practice of rational-emotive behavioral consultation (REBC). Its purpose is to highlight for psychological and educational consultants the crucial role of consultee extreme, negative emotional reactions to adverse events in the consultation process. It is proposed that unless these emotional reactions are addressed in consultation, the effectiveness of consultation may be minimized. This article discusses the nature of irrational beliefs of consultees and reviews research that supports their relation with consultee emotionality. A variety of REBC techniques that consultants can use to encourage consultees to reduce their extreme emotions are presented. Consultants can teach consultees to identify and dispute irrational beliefs that are hypothesized to underlie extreme levels of anger, anxiety, and self-downing. A review of available research that examines the effects of REBC techniques including their use in staff development and parent education is presented.     

Short-Term,Home-Based Intervention for Child Noncompliance Using Behavioral Consultation and a Self-Help Manual

We examined the effectiveness of a self-help program designed to increase levels of compliance in children. Information was also collected regarding the integrity with which parents implemented program strategies. Additionally, the stage of change at which parents and children were functioning throughout the study was assessed. Four families were trained, via a manual, to modify the levels of compliance displayed by their children. Using a multiple baseline design, the effects of the program were evaluated using levels of compliance as the dependent variable. Results indicated that 3 of the children demonstrated increases in compliance and parents of those children were able to implement the program with integrity. Additionally, when assessed throughout the study, those parents and their children reported high stages of change. The fourth family reported lower stages of change, implemented the program with less integrity, and did not experience an increase in child compliance. Previous research is discussed in relation to these results and possibilities for future investigation are offered.     

Simulations for the Assessment of Counselling Skills

Assessment of students’ communication skills after a course in counselling, in which the students are prepared for work practice, requires another assessment method than the traditional written examination. In this paper we describe the construction and evaluation of simulations. The results of an investigation into the quality of the simulations show that they enable objective assessment of students’ mastery of skills in the situation which is simulated. In order to achieve generalisable scores, i.e. scores which indicate how well a student will perform in counselling interviews in general, more than one simulation has to be administered. Although the simulation is not an efficient instrument, its benefits are high: weaknesses in students’ performances will be detected so that remedial teaching can be offered, and clinical practice can be preserved for counsellors with a less than sufficient ability in counselling skills     

An Evaluation of the Effectiveness of School-Based Behavioral Consultation

An investigation of the effectiveness of school-based behavioral consultation was conducted. Participants were 80 teachers who recently were involved in consultation with a practicing school psychologist. Teachers were asked to evaluate a recent consultation case using a consultant effectiveness scale, a measure of intervention quality, and an intervention outcome index. Results indicated that consultant skills were rated as highly effective, 4 of 6 critical elements of problem solving were included in a majority of cases, and in two thirds of the cases student functioning improved. Significant correlations between consultant skills, consultation quality, and case outcomes were obtained. Potential contributions of field-based consultation research are discussed.     

关于弱智学生社会适应能力评估的理论探讨

本文阐述了社会适应能力研究的意义。对国内外几种主要的社会适应能力的定义和结构理论进行了分析 ,提出了自己对有关问题的看法。在对社会适应能力理论进行系统分析的基础上提出了弱智学生社会适应能力评估的指标体系、评估原则及方法