Michael J. Curtis

Changes in Consultee Problem Clarification Skills Following Consultation.

Abstract Eight consultants were evaluated and classified as being high skilled or low skilled following training designed to maximize skill level discrepancies. Twenty-four classroom teachers were randomly assigned to high skilled consultants, low-skilled consultants or a control group which received no consultation. Transcriptions of neutral interviews with the teachers prior to and following the experimental period served as a basis for the evaluation and analysis of consultee problem clarification skills. Results indicated significantly greater improvement in the skills of teachers assigned to high-skilled consultants than for those assigned to low-skilled consultants or those receiving no consultative services.

The Florida Problem-Solving/Response to Intervention Model: Implementing a Statewide Initiative

George M. Batsche, EdD, is Professor and Co-Director of the Institute for School Reform in the School Psychology Program at the University of South Florida in Tampa, Florida and serves as the Co-Director of the Florida PSM/RTI Project. batsche@tempeset.coedu.usf.edu Michael J. Curtis, PhD, is Professor and Co-Director of the Institute for School Reform in the School Psychology Program at the University of South Florida and serves as the Co-Director of the Florida PSM/RTI Project. curtis@tempest.coedu.usf.edu Clark Dorman, EdS, is the Project Leader for the Florida PSM/RTI Project and a former school psychologist in the Orange County (Orlando) School District. dorman@coedu.usf.edu Jose M. Castillo, MA, is a doctoral student and Presidential Fellow in the School Psychology Program at the University of South Florida. jcastillo@tampabay.rr.com Larry J. Porter is a doctoral intern in the Pasco County School District in Land O’ Lakes, Florida and a student in the School Psychology Program at the University of South Florida. ljporter@mail.usf.edu

Effects of age and experience of consultant and consultee on consultation outcome

Most writers in the consultation literature (Bergan, 1977; Caplan, 1970; Dinkmeyer & Carlson, 1973; Meyers, 1973) imply that if the consultant is skilled in the verbal and nonverbal aspects of the consultation process, he/she can consult effectively with all types of consultees. Practical experience, however, indicates that consultation is often unsuccessful even when the psychologist-consultant is highly skilled. The conclusion to be drawn from such experience is that it is more difficult to establish productive consultation relationships with some types of persons in some types of settings than with others. Practical experience seems to indicate that it is more difficult to establish an effective consultation relationship with older, more experienced teachers than with younger, less experienced teachers. Two explanations of this apparent phenomenon seem plausible. One point of view would indicate that a consultant would tend to be less successful with older, more experienced teachers because the older teachers are more set in their professional attitudes, perceptions, and behaviors. The new teacher, on the other hand, is more flexible because the techniques and attitudes that he/she applies to the profession have not been reinforced for as long a period of time. An alternative view is suggested by Martin (1978) in a recent analysis of

Ethnic Validity and School Psychology: Concepts and Practices Associated With Cross-Cultural Professional Competence

Abstract Many questions have been raised concerning school psychology services for children of diverse ethnic groups. Fundamentally these have related to problem identification, acceptability of interventions, the efficacy of special programs and interventions, and the preparation of professionals to deal with the complexities of multicultural and cross-cultural practice. The construct ethnic validity , as an extension and application of social validity, holds promise for devising ways to address these questions. Within the context of a problem-solving model, ethnic validity is linked to judgments by culturally representative members of the local community in regard to the appropriateness of goals, intervention processes, and outcomes. This article reviews models of ethnic validity and examines the possible contributions of ethnic validity to school psychology practice, training, and research.

Prevention and Early Intervention through Intervention Assistance Programs

Intervention assistance programs are gaining increasing support as an alternative to the special education placement-oriented service delivery model that characterizes school psychology throughout mast of North America. Emphasizing consultative assistance to parents, classroom teachers and other school personnel, intervention assistance provides for an immediate response to student-related concerns. The research literature indicates that consultation, the basis for intervention assistance, is an effective problem-solving methodology. In addition to early problem resolution, studies also support the preventive value of consultation in demonstrating that it can lead to a variety of outcomes, such as increased teacher understanding of student-related problems, and improved teacher-student interactions. Further research regarding the benefits of intervention assistance programs as comprehensive and integrated service delivery systems is still needed. Nevertheless, preliminary results suggest that this approach can result in fewer teacher referrals for determination of special education eligibility, but an increase in the number of children served overall.

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10‐YEAR FOLLOW‐UP STUDY ON PREDICTED PERSONNEL SHORTAGES

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

Communication: One key to mainstreaming success

Abstract Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication (Schubert & Glick, 1981). This article describes the collaborative consultation model as one approach to attaining good, effective communication.

Personnel Projections in School Psychology: A 10-Year Follow-Up to the Predicted Personnel Shortage

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.

PERSONNEL NEEDS IN SCHOOL PSYCHOLOGY: A 10-YEAR FOLLOW-UP STUDY ON PREDICTED PERSONNEL SHORTAGES: Personnel Needs in School Psychology

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published personnel shortage projections. Data derived from the National Association of School Psychologists 2009–2010 national study were used to examine current personnel shortages as well as to project the extent to which personnel shortages are likely to continue. Findings indicate that the field of school psychology continues to experience a personnel shortage that will continue through 2025. Additionally, greater rates of retirements are projected for the field for school psychologists who are males, who possess a doctoral degree, and for university faculty. Analyses based on the U.S. Census Regions indicate that notable differences are likely to occur in the match between the supply of and demand for school psychologists based on geographical location. Implications are discussed relating to the recruitment and retention of school psychologists and to the services they deliver.