Training school psychologists in behavior support consultation

Brian K. Martens, Scott P. Ardoin

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Although school consultation began as a means of providing assistance to individual teachers on a voluntary basis, it has evolved into a stand-alone service regulated by state and federal law. In order to meet the demand for increased accountability in the services they provide, school psychologists and other prereferral intervention team members have expressed a need to develop skills in two key areas: (a) selecting interventions that are conceptually relevant and therefore likely to be effective in responding to children's behavior problems, and (b) providing teachers with the resources and support needed to ensure successful plan implementation. In this paper, we describe various strategies that have been shown to be effective at addressing each of these issues by drawing on recent research in school consultation and applied behavior analysis. Considerations surrounding the use of these strategies by school consultants are discussed, as are implications for increasing the effectiveness and accountability of school consultation services.

Original languageEnglish (US)
Title of host publicationBehavior Psychology in the Schools
Subtitle of host publicationInnovations in Evaluation, Support, and Consultation
PublisherTaylor and Francis
Pages147-163
Number of pages17
ISBN (Electronic)9781317714026
ISBN (Print)9780789019202
DOIs
StatePublished - Jan 1 2014

Keywords

  • Functional assessment
  • Implementation support
  • School consultation

ASJC Scopus subject areas

  • Psychology(all)
  • Social Sciences(all)

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  • Cite this

    Martens, B. K., & Ardoin, S. P. (2014). Training school psychologists in behavior support consultation. In Behavior Psychology in the Schools: Innovations in Evaluation, Support, and Consultation (pp. 147-163). Taylor and Francis. https://doi.org/10.4324/9781315784274-14