Exam 1: School-Based Consultation: Overview and University Training Considerations

In school systems, instead of providing ______ service to all children and their families through counseling or intervention, consultants work with consultees, such as teachers and other educators, who then work with clients (children and their families) guided by consultative treatment plans, which is _______ service.

Models that focus on prevention and early remediation of student academic, behavioral, and emotional problems, such as consultation, provide an answer to such systemic problems as:

Coleman and Hendricker (2016) argue that the use of flexible data-driven frameworks allow school psychology students the ability to modify best practices to meet the existing needs of a system while gathering data on the implementation of programs to evaluate outcomes. An example of such a framework is:

Distinguish between RTI and MTSS in relation to school consultative services.

In following the consultative process, educational and mental health support personnel use _______ facilitated through the bond of relationships (e.g., referent power), to work collaboratively to meet the needs of children and their families.

What does the implementation cliff mean?

Name three emerging consultative models that show promise, but do not have enough empirical evidence to widely support their use at this time.

Rosenfield (2013) mentions that one of the obstacles to high-quality consultation instruction is that university faculty who teach consultation coursework may not have had adequate supervision in their own consultation practice in the field. If this is the case, how can the course instructor address his or her lack of knowledge or practice?

In an investigation of the components of graduate education that lead to confidence in student consultants, Barrett and colleagues (2017) noted that which of the following are positively correlated with student self-assurance in consultation?

Researchers have posited that the three stages of consultation development and the way in which these should be taught include:

Ingraham (2000) has detailed the type of awareness required in multicultural/cross-cultural school consultation. These domains include: 1) Understanding one's own culture and the impact of one's culture on others, 2) Respecting and valuing other cultures, 3) ______________4) Cross-cultural communication, including the approaches for developing and maintaining rapport throughout consultation, 5) Understanding cultural saliency and how to build bridges across salient differences and, 6) Understanding the cultural context for engaging in consultation and the appropriateness of interventions.

Consultation can: