tandf: Journal of Educational and Psychological Consultation: Table of ContentsTable of Contents for Journal of Educational and Psychological Consultation. List of articles from both the latest and ahead of print issues.
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tandf: Journal of Educational and Psychological Consultation: Table of Contentstandfen-USJournal of Educational and Psychological ConsultationJournal of Educational and Psychological Consultationhttps://www.tandfonline.com/cms/asset/74b163ed-6d93-4908-a359-9c8d162606fc/default_cover.jpg
https://www.tandfonline.com/loi/hepc20?af=R
Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Intervention
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2221671?af=R
<a href="/toc/hepc20/34/1">Volume 34, Issue 1</a>, January 2024<br/>. <br/>Volume 34, Issue 1, January 2024<br/>. <br/>Reframing Social Skills Practices for Autistic Students: A Responsive Framework for Assessment and Interventiondoi:10.1080/10474412.2023.2221671Journal of Educational and Psychological Consultation2023-06-07T07:39:49ZEvan H. DartKeith C RadleyKate A. HelbigChelsea Salvatorea University of South Floridab University of Utahc University of South DakotaEvan H. Dart, Ph.D., BCBA-D is an associate professor in the school psychology program at the University of South Florida. He is a licensed psychologist and a board certified behavior analyst. Dr. Dart’s research interests encompass school-based behavioral interventions implemented within a multi-tiered system of support framework.Keith Radley, Ph.D., BCBA-D, NCSP is an Associate Professor and Director of the School Psychology Program at the University of Utah. Dr. Radley’s research interests center on the application of behavioral interventions within academic settings, particularly for individuals with developmental disabilities. Further, his research focuses on data collection, visualization, and decision making in both research and applied contexts.Kate A. Helbig, PhD., BCBA-D, NCSP is an Assistant Professor in the School Psychology Program at the University of South Dakota. She is a licensed psychologist and board certified behavior analyst, and nationally certified school psychologist. Dr. Helbig’s research interests include social skills teaching for individuals with intellectual and developmental disabilities within educational settings.Chelsea Salvatore, M.A. is a doctoral student in the School Psychology Program at the University of South Florida. Her research interests focus on behavioral and mental health supports within a multi-tiered system of support framework and culturally responsive Positive Behavior Interventions and Supports.Journal of Educational and Psychological Consultation34144702024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/10474412.2023.2221671https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2221671?af=RDrawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coaching
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2262450?af=R
<a href="/toc/hepc20/34/1">Volume 34, Issue 1</a>, January 2024<br/>. <br/>Volume 34, Issue 1, January 2024<br/>. <br/>Drawing on Key Partner Perspectives of an Autism-Focused Professional Development Program: A Conceptual Framework for Coachingdoi:10.1080/10474412.2023.2262450Journal of Educational and Psychological Consultation2023-09-30T07:08:53ZNarmene HamshoAbbey EisenhowerMegan GalliganMelissa A. Collier-MeekYasamin BolourianSarah LevinsonJan Blachera Fairleigh Dickinson Universityb University of Massachusetts Bostonc San Diego State Universityd University of California Riversidee Teachers College, Columbia Universityf University of California Los Angelesg University of California San DiegoNarmene Hamsho is an Assistant Professor within the School Psychology program at Fairleigh Dickinson University’s School of Psychology and Counseling. She pursues a program of research related to educational equity with a focus on reducing opportunity gaps and promoting academic skills among marginalized youth, including autistic students.Abbey Eisenhower is Associate Professor in the University of Massachusetts Boston’s Department of Psychology. Her research is aimed at improving school experiences for autistic youth, improving equity in early autism detection, enhancing student-teacher relationships, and promoting a neurodiversity-affirming understanding of autism across home, school, and clinical settings.Megan Galligan is currently a Postdoctoral Research Fellow at San Diego State University, affiliated with the Child and Adolescent Services Research Center. Her research focuses on improving training for practitioners (e.g., educators, mental health providers) serving youth on the autism spectrum as well as using implementation science frameworks to sustain training outcomes.Melissa A. Collier-Meek is an Associate Professor of School Psychology at Teachers College, Columbia University. She conducts applied research on the assessment and promotion of sustained practices.Yasamin Bolourian is currently an Analyst at The New Teacher Project (TNTP), a national nonprofit organization. Her research spans areas of professional development programs for educators, postsecondary outcomes for neurodivergent students, and service pathways for autistic youth and their families in community and school settings.Sarah Levinson is a Post-Doctoral Fellow at the Eating Disorders Center for Treatment and Research at the University of California San Diego. Her research and clinical areas of expertise include dialectical behavior therapy, exposure and response prevention, and family-based treatment for eating disorders.Jan Blacher is Distinguished Research Professor at the University of California, Riverside and in the Department of Psychology at UCLA; she is also Director of the SEARCH Family Autism Research Center. Her research interests include the study of autism in both family and school contexts, student-teacher relationships, and the cultural context of autism.Journal of Educational and Psychological Consultation34114432024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/10474412.2023.2262450https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2262450?af=RSchool-Clinic Collaboration to Improve Equitable and Efficient Autism Identification
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2262451?af=R
<a href="/toc/hepc20/34/1">Volume 34, Issue 1</a>, January 2024<br/>. <br/>Volume 34, Issue 1, January 2024<br/>. <br/>School-Clinic Collaboration to Improve Equitable and Efficient Autism Identificationdoi:10.1080/10474412.2023.2262451Journal of Educational and Psychological Consultation2023-10-06T03:41:06ZChelsea QuickBryn HarrisMegan E. GolsonMaryellen Brunson McClainJeffrey D. Shahidullaha Action Behavior Centers, Denver, CO, USAb University of Colorado Denverc Utah State Universityd Indiana University Bloomingtone University of Texas at Austin, Austin, TX, USAChelsea Quick, PhD is a Psychologist at Action Behavior Centers in Denver, CO.Bryn Harris, PhD is a Professor at the University of Colorado - Denver.Megan E. Golson, PhD is a Postdoctoral Fellow at Mailman Center for Child Development in Miami, FL.Maryellen Brunson McClain, PhD, is an Associate Professor in the School Psychology Program at Indiana University - Bloomington.Jeffrey D. Shahidullah, PhD, is an Assistant Professor in the Department of Psychiatry and Behavioral Sciences within Dell Medical School at University of Texas at Austin.Journal of Educational and Psychological Consultation34171882024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/10474412.2023.2262451https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2262451?af=RConsultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic People
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2284190?af=R
<a href="/toc/hepc20/34/1">Volume 34, Issue 1</a>, January 2024<br/>. <br/>Volume 34, Issue 1, January 2024<br/>. <br/>Consultation and Collaboration to Support Meaningful and Socially Valid Outcomes for Autistic Peopledoi:10.1080/10474412.2023.2284190Journal of Educational and Psychological Consultation2023-11-16T02:22:55ZLori B. VincentKate A. HelbigElizabeth L.W. McKenneya University of Cincinnatib University of Utahc Southern Illinois University EdwardsvilleLori B. Vincent, Ph.D., BCBA-D is an Assistant Professor in the School Psychology Graduate Programs at the University of Cincinnati. She is a Licensed Psychologist, Board Certified Behavior Analysis-Doctoral, and a Certified Ohio Behavior Analyst. Lori has worked with children and adolescents with neurodevelopmental disabilities and their families for over 15 years in home, school, hospital, and clinical settings. Dr. Vincent’s primary research interests include behavioral supports implemented in natural setting to increase the inclusions and improve the quality of life of people with intellectual and developmental disabilities.Elizabeth L. W. McKenney, PhD, NCSP is a Professor of Psychology at Southern Illinois University Edwardsville, where she is the director of the Clinical Child and School Psychology graduate program. Her research interests include school-based consultation as a form of implementation support for educators delivering evidence-based interventions, particularly for students on the autism spectrum and students from historically under-served and marginalized backgrounds, and the appropriate, ethical practice of school psychology in pursuit of social justice in schoolsKate A. Helbig, Ph.D., BCBA-D, NCSP is an Assistant Professor in the School Psychology Program at the University of Utah. She is a licensed psychologist, board certified behavior analyst, and nationally certified school psychologist. Dr. Helbig’s research interests broadly include behavioral interventions within educational contexts with an emphasis on social skills teaching for individuals with neurodevelopmental disorders.Journal of Educational and Psychological Consultation3411132024-01-02T08:00:00Z2024-01-02T08:00:00Z10.1080/10474412.2023.2284190https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2284190?af=RThe Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coaches
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2227166?af=R
. <br/>. <br/>The Development and Pilot of an Observation Tool to Examine Behaviors of Instructional Coachesdoi:10.1080/10474412.2023.2227166Journal of Educational and Psychological Consultation2023-06-24T10:01:27ZAnn C. JollyKristen D. BeachHeather H. AikenSteven J. Amenduma University of North Carolina Charlotte, Charlotte, NC, USAb University of North Carolina at Chapel Hill, Chapel Hill, NC, USAc University of Delaware, Newark, DE, USAAnn C. Jolly, Ph.D., is a University Supervisor and Clinical Assistant Professor supervising elementary and special education student teachers and residency candidates at UNC Charlotte. Her research interests include understanding in situ coaching behaviors, effective teacher preparation, and elementary literacy instruction. She teaches undergraduate and graduate elementary education and special education student teaching seminars and the Supervision of Student Teaching of Special Education for Doctoral Students. Prior to joining UNC Charlotte, Ann served as a special education teacher for 20 years and most recently was the Exceptional Children Elementary Instructional Program Manager in for a large urban public-school district.Kristen D. Beach, is an Associate Professor of Special Education in the department of Special Education and Child Development at UNC Charlotte. Her research centers on the design and evaluation of reading and language interventions for elementary and middle school students who read below grade level or have diagnosed reading disability. Her research also focuses on the prevention of reading disability, and early identification of children with reading disability. Dr. Beach directs a summer reading program in partnership with local school districts and organizations, where she provides professional development and coaching to pre- and in-service teachers for delivering evidence-based practices in reading. Dr. Beach teaches pre-service and graduate certificate courses in adolescent reading development, diagnostic assessment, and writing development; she teaches a doctoral seminar on research design. Dr. Beach provides professional development and consulting services to local school districts on issues related to reading development, curriculum selection and evaluation, assessment, and teacher preparation.Heather H. Aiken, PhD, is a Research Scientist at Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. She is the Intervention Director for Targeted Reading Instruction (TRI). Her research interests center on early literacy assessment, elementary literacy instruction, literacy coaching, and elementary education teacher preparation programs.Steven J. Amendum, PhD, is a professor specializing in literacy education and Interim Director of the School of Education at the University of Delaware. He teaches courses related to literacy research, assessment, and instruction at both the undergraduate and graduate levels. His research areas include early reading intervention, literacy development and instruction for multilingual learners, and evidence-based classroom instruction, as well as professional development for teachers in each of these areas.Journal of Educational and Psychological Consultation12610.1080/10474412.2023.2227166https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2227166?af=RAre School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effects
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2232785?af=R
. <br/>. <br/>Are School-Based Problem-Solving Teams Effective? A Meta-Analysis of Student- and Systems-Level Effectsdoi:10.1080/10474412.2023.2232785Journal of Educational and Psychological Consultation2023-07-10T11:58:55ZWesley A. SimsKathleen R. KingJune L. PreastMatthew K. BurnsSarah Panameñoa University of Californiab Palm Spring Unified School Districtc University of Alabamad University of MissouriDr. Wesley Sims, is an Assistant Professor and Practicum Coordinator in the School Psychology program at the University of California, Riverside. His research interests include improving educator service delivery practices within tiered service delivery systems, implementation science in educational settings, and assessment development and validation. Dr. Sims began his career as a practicing School Psychologist where he served a variety of schools and populations, and garnered extensive experience facilitating school-wide and individualized support services within tiered service delivery models.Dr. Kathleen R. King, provides psycho-educational support services as a School Psychologist to the students and families of Palm Springs Unified School District. Her work and research centers on prevention, early detection, and intervention in the area of behavior. Her research focuses on the development and validation of behavioral observation and screening measures within a broader problem-solving/MTSS framework. In addition to her work targeting student behavior, Dr. King is involved in efforts to evaluate and improve teacher practices in the applied setting.Dr. June L. Priest, is an Assistant Professor of School Psychology at the University of Alabama. Her work focuses on identifying and implementing systemic change to support the academic and behavioral needs of students. She uses a primary prevention, multi-tiered systems of support approach to educational decision-making and programming. As such, she has studied the impact of academic interventions to address behavioral issues, the influence of psycho-social factors related to bullying and victimization, the importance of using data to inform academic and behavioral intervention choices, and the attributes of effective teacher teams. Her work is driven by her early career work as a practicing School Psychologist.Dr. Matthew K. Burns, is a Professor of Special Education and Director of the Center for Collaborative Solutions for Kids, Practice, and Policy (SKiPP). Dr. Burns works closely with schools to study and implement response-to-intervention models, intensive reading and math interventions, school-based teams, and generally supporting students with and without disabilities whose needs are not being met. Dr. Burns was also a practicing school psychologist and special education administrator before shifting the focus of his work to research and training.Sarah Panameño, B.S. is a doctoral student in the School Psychology program at University of California, Riverside. She earned her Bachelor’s degree from the University of California, Riverside, majoring in psychology with a minor in education. Her research interests include best practices for supporting emerging bilingual students in schools, implementation science in schools, and school-based problem-solving teams, and data-driven decision-making.Journal of Educational and Psychological Consultation12510.1080/10474412.2023.2232785https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2232785?af=RSteadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary School
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2234365?af=R
. <br/>. <br/>Steadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary Schooldoi:10.1080/10474412.2023.2234365Journal of Educational and Psychological Consultation2023-07-17T04:39:26ZAnne GregoryGabrielle MoyaStephanie JimenezJacqueline ZenouAllison Rae Ward-SeidelFrancis Huanga Rutgers University, New Brunswick, NJb University of Virginia, Charlottesville, VAc University of Missouri, Columbia, MOAnne Gregory, Ph.D., is a professor in the Graduate School of Applied and Professional Psychology at Rutgers University. Her research aims to strengthen characteristics of teachers, classrooms, and schools associated with the successful schooling of minoritized and marginalized studentsGabrielle Moya, is a doctoral student in the Graduate School of Applied and Professional Psychology at Rutgers University. Her research interests are in systems and community-based research along with culturally informed practices.Stephanie Jimenez, is a doctoral student in the Graduate School of Applied and Professional Psychology at Rutgers University. Her research is focused on strengthening school-based advisory programs through systemic social-emotional learning initiatives.Jacqueline Zenou, is a doctoral student in the Graduate School of Applied and Professional Psychology at Rutgers University. Her research is focused on reducing anxiety in schools and improving equitable practices through systemic interventions.Allison Rae Ward-Seidel, is a doctoral student at the University of Virginia. She is a former teacher and currently studying restorative practices in education as a mechanism to improve school climate and address inequity in school discipline.Francis L. Huang, Ph.D. is an associate professor in the Statistics, Measurement, and Evaluation in Education Program in the Department of Educational, School, and Counseling Psychology at the University of Missouri. He is an applied quantitative methodologist with current substantive interests in school climate and the disproportional use of exclusionary disciplinary sanctions.Journal of Educational and Psychological Consultation12810.1080/10474412.2023.2234365https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2234365?af=REffects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilities
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2239796?af=R
. <br/>. <br/>Effects of a Teacher-Implemented Social Skills Intervention for Elementary Students with Autism and Developmental Disabilitiesdoi:10.1080/10474412.2023.2239796Journal of Educational and Psychological Consultation2023-07-26T12:05:14ZKate A. HelbigStefanie R. SchrieberKeith C RadleyJames R. Derieuxa University of Utah, Salt Lake City, UTb Children’s Mercy/University of Missouri, Kansas, MOc Center for CBT, East Brunswick, NJKate A. Helbig, Ph.D., BCBA-D, NCSP is an Assistant Professor in the School Psychology Program at the University of Utah. She is a licensed psychologist, board certified behavior analyst, and nationally certified school psychologist. Dr. Helbig’s research interests include social skills teaching for individuals with intellectual and developmental disabilities within educational settings.Stefanie R. Schrieber, Ph.D., BCBA, is a licensed psychologist and board certified behavior analyst at Children’s Mercy Hospital in Kansas City, MO. She provides behavioral consultation to caregivers and conducts developmental assessments through the Autism Clinic in the Division of Developmental and Behavioral Sciences. Her research interests include application of behavioral interventions in educational settings.Keith C. Radley, Ph.D., BCBA-D, NCSP is an Associate Professor and Director of the School Psychology Program at the University of Utah. Dr. Radley’s research interests center on the application of behavioral interventions within academic settings, particularly for individuals with developmental disabilities. Further, his research focuses on data collection, visualization, and decision making in both research and applied contexts.James R. Derieux, Ph.D., is a postdoctoral fellow at the Center for Cognitive Behavioral Therapy in East Brunswick, NJ. Dr. Derieux specializes in evidence-based treatment of social skills, feeding disorders, anxiety, obsessive-compulsive disorder, Tourette syndrome, attention deficit hyperactivity disorder, oppositional defiant disorder, autism spectrum disorder, and challenging behavior. In addition to providing services to children and adolescents, Dr. Derieux also provides behavioral parent training to caregivers of children with challenging behaviors.Journal of Educational and Psychological Consultation12910.1080/10474412.2023.2239796https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2239796?af=REnglish as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Students
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2240304?af=R
. <br/>. <br/>English as a Second Language Teachers’ Perspectives on Interprofessional Collaboration with School Counselors: Supporting Emergent Bilingual Studentsdoi:10.1080/10474412.2023.2240304Journal of Educational and Psychological Consultation2023-07-29T01:42:26ZLucy L. PurgasonGlenda JohnsonOlivia VallecilloChristian CovingtonRobyn H. ParkerSamantha Airhart-Larragaa Oregon State University-Cascades, Bend, USAb Appalachian State University, Boone, USAc Olivia Vallecillo, LCMHCA, Boone, USAd Hickory Public Schools, Hickory, Newton, USAe Texas A&M University - Central Texas, Killeen, USAJournal of Educational and Psychological Consultation12910.1080/10474412.2023.2240304https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2240304?af=RSocial Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programs
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2261921?af=R
. <br/>. <br/>Social Justice and Multiculturalism in Consultation Training: An Analysis of Syllabi from School Psychology Programsdoi:10.1080/10474412.2023.2261921Journal of Educational and Psychological Consultation2023-09-29T12:20:36ZHao-Jan LuhZachary C. LaBrotCagla CobekRyan SundaLindsay M. Fallona College of Education, Rowan University, Glassboro, USb School of Psychology, University of Southern Mississippi, Hattiesburg, USc University of Massachusetts BostonCollege of Education of Human Development,University of Massachusetts Boston, Boston, USHao-Jan Luh, PhD, is an Assistant Professor of School Psychology at Rowan University. His research interests include implementation science, cultural adaptation, and consultation.Zachary C LaBrot, PhD, is an Assistant Professor in the School Psychology Program at the University of Southern Mississippi. His research interests include multitiered consultation for teachers, implementation supports for early childhood educators, and supporting families with their children’s academic and behavioral needs.Cagla Cobek, M.A., is a third-year school psychology PhD student at the University of Southern Mississippi. Her research interests include teacher mentorship interventions for junior teachers and supporting teachers’ classroom management.Ryan Sunda is a second-year school psychology PhD student at the University of Massachusetts Boston. His research interests include the mentorship of beginning and lateral entry teachers and the implementation of school-wide antiracism programming for educators.Lindsay M Fallon, PhD, is an Associate Professor in the School Psychology Program at University of Massachusetts Boston. Her research interests include multi-tiered systems of support for behavior to advance racial equity, implementation science, systems change, and social justice. She is an Associate Editor of the Journal of Educational and Psychological Consultation.Journal of Educational and Psychological Consultation12510.1080/10474412.2023.2261921https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2261921?af=RExploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schools
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2269389?af=R
. <br/>. <br/>Exploring Systems-Level Family Engagement Practices Across Elementary and PK-8 Schoolsdoi:10.1080/10474412.2023.2269389Journal of Educational and Psychological Consultation2023-10-16T01:28:50ZLauren BrodskyAnastasiia IunAlexis ErvinAmy L. CookMelissa PearrowUniversity of Massachusetts Boston, BostonDr. Lauren Brodsky, Ph.D., is a School Psychologist in Pinellas County Public Schools. She conducts comprehensive psychological evaluations, supports facilitation of Tier 3 academic interventions as a part of multi-tiered systems of support, provides behavioral and mental health counseling and crisis de-escalation, and frequently communicates with students' families. To contact Lauren Brodsky, please send an email to Brodskyl@pcsb.org.Dr. Anastasiia Iun, Ph.D., completed her doctoral training in School Psychology at the University of Massachusetts Boston.Her research interests include development of social-emotional learning, academic, and prosocial skills, cross-cultural adjustment, and mental health. She is also interested in conducting interdisciplinary research in fields of applied behavior analysis, school psychology, and general psychology.Alexis Ervin, is a Ph.D. candidate and research fellow at the University of Massachusetts Boston. She has interned at urban schools in Boston, MA.Dr. Amy L. Cook, Ph.D., LMHC (she/her) is an associate professor and chair of the Department of Counseling and School Psychology at the University of Massachusetts Boston. She received a Ph.D. in Educational Psychology, with a concentration in Counseling Psychology, from the University of Connecticut Storrs. She is a former counselor in urban schools and mental health organizations. Her research focuses on developing culturally responsive practices that promote youth development and equity-oriented outcomes largely via community-engaged participatory research with youth and educators in partner schools and organizations.Dr. Melissa Pearrow, Ph.D., is a Professor of School Psychology at the University of Massachusetts Boston, where she teaches graduate courses in legal, ethical, and professional practices of school psychologists. She previously served as the chair of the Ethics Board of the National Association of School Psychologists. She is also the Executive Director of the BIRCh (Behavioral health Integrated Resources for Children) Project which represents a collaboration between the University of Massachusetts Boston and Amherst to provide professional resources to strengthen the coordination of behavioral health supports provided by school and community agencies.Journal of Educational and Psychological Consultation12910.1080/10474412.2023.2269389https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2269389?af=RMulticultural Considerations for Behaviorally-Focused Consultation: A Systematic Review
https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2286258?af=R
. <br/>. <br/>Multicultural Considerations for Behaviorally-Focused Consultation: A Systematic Reviewdoi:10.1080/10474412.2023.2286258Journal of Educational and Psychological Consultation2023-11-24T08:08:33ZKelsey M. RaganBrandon S. ParkerBaylor University, WacoKelsey M. Ragan, Ph.D., is a Clinical Assistant Professor at Baylor University. She is a Licensed Specialist in School Psychology and a Licensed Psychologist. Her clinical background includes school psychology work in the public education system and clinical settings, including private practice and community-based clinics. Her primary research interests include behavioral consultations and interventions, with a focus on systematic reviews and meta-analytic methods. Additionally, she coordinates the Baylor Autism Resource Clinic and directs the School Psychology EdS program at Baylor University.Brandon S. Parker, Ph.D. is a school psychologist completing his postdoctoral fellowship. His research interests include multicultural competency in school psychological practice, psychoeducational services for students from underserved populations, and validity evidence of psychological assessments. Brandon was awarded the Outstanding Graduate Student—Doctoral Level Award from the Texas Association of School Psychologists in 2020.Journal of Educational and Psychological Consultation12610.1080/10474412.2023.2286258https://www.tandfonline.com/doi/full/10.1080/10474412.2023.2286258?af=RGetting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultation
https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2311370?af=R
. <br/>. <br/>Getting Comfortable with Being Uncomfortable: Approaches to Training in Culturally Relevant Consultationdoi:10.1080/10474412.2024.2311370Journal of Educational and Psychological Consultation2024-02-04T10:11:40ZJennifer McGrory CooperShannon R. HolmesLauren T. KaiserAntoinette Halsell Mirandaa Fordham Universityb University of Missouric Millersville Universityd The Ohio State UniversityJennifer M. Cooper, PhD, NCSP is an Assistant Professor in the Division of Psychological and Educational Services at Fordham University. She is a licensed psychologist and nationally certified school psychologist. Dr. Cooper’s research interests center on culturally relevant school mental health, social justice training in school psychology, and systems-level consultation in K-12 schools.Shannon R. Holmes, PhD is an Assistant Professor in the Department of Educational, School & Counseling Psychology at the University of Missouri and faculty affiliate with the Missouri Prevention Science Institute. She is a licensed psychologist. Dr. Holmes’ research interests include school-based consultation, implementation science, and family-school partnerships.Lauren Kaiser, PhD, NCSP is an Associate Professor of the Department of Psychology and School Psychology Graduate Program Coordinator at Millersville University. Her professional interests include school consultation, coaching, academic assessment and intervention, culturally responsive teaching, school psychologists’ professional role and issues.Antoinette Halsell Miranda, PhD is Professor of School Psychology and Chair of the Department of Teaching & Learning at The Ohio State University. Dr. Miranda’s research interests include early childhood intervention, consultation in urban settings, and social justice training in school psychology.Journal of Educational and Psychological Consultation13410.1080/10474412.2024.2311370https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2311370?af=RStrategies for Using Technology to Develop Novice School Psychology Consultants’ Multicultural Consultation Skills
https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2315092?af=R
. <br/>. <br/>Strategies for Using Technology to Develop Novice School Psychology Consultants’ Multicultural Consultation Skillsdoi:10.1080/10474412.2024.2315092Journal of Educational and Psychological Consultation2024-02-05T06:37:25ZKamonta HeidelburgJanise ParkerJulianna Casellaa The Ohio State University, Columbusb William & Mary, Williamsburgc University at Buffalo - North Campus, AmherstKamontá Heidelburg, Ph.D., NCSP, is an Assistant Professor in the Department of Educational Studies at The Ohio State University. Dr. Heidelburg’s research focuses on cultural adaptations to individual and systems-level interventions to promote Black students’ positive social, behavioral, emotional, and academic development.Janise Parker is an Assistant Professor of School Psychology at William & Mary. She is also a licensed psychologist and nationally certified school psychologist. Her research focuses on culturally responsive services for school-age youth, positive Black youth development, and implications for supporting religiously/spiritually diverse youth. Dr. Parker has published several peer-reviewed articles and book chapters on these topics. Currently, Dr. Parker is co-leading a community-based intervention that involves school mental health trainees (school counseling and school psychology students) providing academic, social, emotional, and behavioral support for K-12 youth (predominantly Black) through virtual services, and she is co-developing the emergence of a structured support program for early-career Women of Color in school mental health fields.Julianna Casella is a Ph.D. student in counseling and school psychology at the University at Buffalo. She is also a research assistant at the Alberti Center for Bullying Abuse Prevention. She earned a bachelor’s degree in biology and psychology with a minor in writing from Stony Brook University. She is interested in school crisis prevention and intervention, with an emphasis on promoting a positive school climate for all students.Journal of Educational and Psychological Consultation12310.1080/10474412.2024.2315092https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2315092?af=RProcess Logs: A Tool to Promote Self-Reflection During Consultation Supervision and Document Consultee-Centered Outcomes
https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2318749?af=R
. <br/>. <br/>Process Logs: A Tool to Promote Self-Reflection During Consultation Supervision and Document Consultee-Centered Outcomesdoi:10.1080/10474412.2024.2318749Journal of Educational and Psychological Consultation2024-02-19T10:03:18ZAmna A. AghaCourtenay A. BarrettMichigan State UniversityAmna A. Agha is a Ph.D. Candidate in School Psychology at Michigan State University.Courtenay A. Barrett, Ph.D. is an Assistant Professor in the School Psychology program at Michigan State University, a licensed psychologist in Michigan, and a Nationally Certified School Psychologist. Recent work has examined the factors that influence the adoption, implementation, and evaluation of evidence-based programs and practices in schools.Journal of Educational and Psychological Consultation12110.1080/10474412.2024.2318749https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2318749?af=RLessons Learned from a University-School District Partnership to Improve Autism Care in Public Schools
https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2303512?af=R
. <br/>. <br/>Lessons Learned from a University-School District Partnership to Improve Autism Care in Public Schoolsdoi:10.1080/10474412.2024.2303512Journal of Educational and Psychological Consultation2024-01-11T02:48:12ZJordan AlbrightAlyssa HernandezZinnia PiotrowskiJacqueline RussoDiana CooneyMichelle NutiniNicole SabatinoDonna DoddDavid MandellJulie Worleya Perelman School of Medicine,University of Pennsylvania, Philadelphia, PAb University of South Alabama, Mobile, ALc University of Pennsylvania, Philadelphia, PAd Stages Learning, Philadelphia, PAe School District of Philadelphia, Philadelphia, PAJordan Albright, Ph.D. is an Assistant Professor in the University of South Alabama’s Department of Psychology. Her program of research is focused on developing feasible, acceptable, and sustainble methods for implementing evidence-based practices in schools, particularly rurally located and under-resourced schools. She also aims to integrate neurodiversity affirming practices and self-determination theory into school-based interventions for autistic youth.Alyssa Hernandez, is a clinical psychology graduate student at the University of Pennsylvania in the Department of Psychology, and is affiliated with the Penn Center for Mental Health. She investigates access to and quality of behavioral and mental health services for neurodiverse children from underserved and under resourced communities. She is interested in applying development economic approaches to improve and complement support services; understanding how to incorporate cultural and contextual factors to better intervention implementation; and testing system-level changes that can lead to equitable service access.Zinnia Piotrowski, M.Ed., BCBA is a certified special education teacher, board certified behavior analyst, and former autism support teacher with experience in elementary and middle schools. She is a school-based consultant on the PhillyAIMS team at the Center for Mental Health at the University of Pennsylvania and has a special interest in school-based services for students with autism.Jacqueline Russo, Ph.D., BCBA is a certified special education teacher with experience teaching autism support in grades K-2. She is a school-based consultant on the PhillyAIMS team at the Center for Mental Health at the University of Pennsylvania. Her professional interests include supporting teachers in the implementation of evidence-based practices for students with autism in under-resourced settings and designing effective instruction to enhance ongoing professional development for educators.Diana Cooney, MSEd is a clinical supervisor and school-based consultant on the Philly AIMS team at the Center for Mental Health at the University of Pennsylvania. She works on school-based projects, providing classroom consultation to Autism Support teachers as well as, school-level support on inclusive practices, in the School District of Philadelphia. er area of expertise include social skills instruction and inclusive practices. She is passionate about improving the quality of inclusive education for children with autism and delivering services to under-served populations.Michelle Nutini, EdD, is the Director of Learning Services at Stages Learning and former Autism Support Coordinator for the School District of Philadelphia. Her work focuses on applying research to practice to build capacity and support educators’ implementation of evidence-based practices to improve outcomes for students with autism and learning challenges.Nicole Sabatino, is currently a Coordinator for Autistic Support Services for the School District of Philadelphia. Her research interests include best practices and strategies for promoting inclusive environments for students with autism.Donna Dodd, is currently a Coordinator of Autistic Support Services for the School District of Philadelphia. Her research interests include best practices, instructional strategies and interventions to support students with autism.David Mandell, Sc.D. is the Kenneth E. Appel Professor of Psychiatry at the University of Pennsylvania Perelman School of Medicine. He is trained as a psychiatric epidemiologist and mental health services researcher. The goal of his research is to improve the quality of care individuals with psychiatric and developmental disabilities receive in their communities, with a particular focus on people with autism.Julie Worley, Ph.D., BCBA is an Assistant Professor, clinical psychologist, and the Director of the Philly AIMS team at the Center for Mental Health at the University of Pennsylvania. Her professional interests include increasing community access to evidence based interventions and assessments for individuals with developmental disabilities. Further, she is interested in facilitating community partnerships to help increase the quality of care for children receiving mental and behavioral health services, while making the process and services sustainable for community-based centers.Journal of Educational and Psychological Consultation12210.1080/10474412.2024.2303512https://www.tandfonline.com/doi/full/10.1080/10474412.2024.2303512?af=R