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

Question 1

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.

A) direct; indirect
B) personalized; distal
C) indirect; direct
D) psychological; intervention

Answer 1

A

Question 2

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.

A) expertise
B) knowledge from working in the field
C) persuasion
D) administrative gravitas

Answer 2

C

Question 3

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:

A) PBIS
B) MTSS
C) GTO
D) EBPs

Answer 3

C

Question 4

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:

A) shortages of personnel
B) budget constraints
C) an ever-needy student population
D) all of the above

Question 5

Consultation can:

A) interrupt the prevalent cycle of referral-test-place into special education endemic in school systems
B) assist educators in successfully providing services to students in Tiers I and II of MTSS
C) promote the likelihood that children receive educational programming in the least restrictive environment that meets their needs
D) all of the above

Question 6

There is research suggesting that consultation is one of the roles that some educational and mental health support personnel are satisfied with or very much enjoy in their role functioning, while other evidence is mixed regarding the pleasure experienced associated with engaging in consultative activities by other educational and mental health professionals. Who seems to most enjoy engaging in consultative activities?

A) School counselors
B) School psychologists
C) School social workers
D) School nurses

Question 7

What reason explains why educational and mental health support personnel do not work as consultants to a greater extent?

A) Assessment in determining student eligibility for special education services continues to drive much of the functioning of educational and mental health support personnel, thus limiting the amount of time available for consultative activities
B) Many administrators appear to be satisfied with the status quo functioning of educational and mental health specialists such as school psychologists, thus providing no incentive for role definitions to be changed
C) Consultation may not be carried out authentically or with integrity in the school setting
D) All of the above

Question 8

There also appear to be systemic, organizational barriers affecting time spent in consultation. These include:

A) Consultant variables, including expertise, motivation, and interpersonal skills, among others, and consultee variables, such as problem-solving skills
B) The availability of consultation to school staff influences its use in schools, such as whether school psychologists are based in the consultee's building
C) Administrative factors (e.g., principals who are resistant to consultation due to traditional views of the role of the school psychologist - primarily testing and placing)
D) All of the above

Question 9

Service providers in related disciplines (e.g., school psychology, school counseling, school social work, etc.) may have difficulty communicating and collaborating due in part to:

A) different training experiences and backgrounds associated with various professional fields
B) an academic versus mental health focus emphasized in the different professions
C) a hierarchy in schools in which administrators are at the top, followed by school psychologists, then school counselors, school social workers, and finally, teachers
D) differing expectations regarding the role of families in the consultation process

Question 10

One of the criticisms that has been levied regarding training programs in professional psychology is that pre-service school-based consultation training has lacked rigor. Why is this?

A) Indirect service delivery skills are more difficult to measure than direct service delivery skills
B) The lack of consensus regarding the definition of competence in consultation, and how to measure consultation competence
C) Professors who teach consultation are not exhibiting self-efficacy in showing their students how to consult
D) There are not many role playing consultation exercise resources for use in teaching consultation to graduate students

Question 11

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?

A) The quantity of coursework in consultation (i.e., at least one, but preferably more)
B) The quantity of supervision (i.e., diverse forms of supervision in consultation training, with an explicit focus on the use of more supervision strategies)
C) Exposure to various consultation models (particularly behavioral and instructional consultation, but with depth)
D) All of the above

Question 12

Based upon numerous studies of the content of consultation courses taught to graduate students, which of the following consultative theories or models are not frequently taught?

A) Behavioral (problem-solving) consultation
B) Mental health consultation
C) Adlerian or solution-focused consultation
D) Instructional consultation

Question 13

Rosenfield and colleagues (2010) describes a developmental model of skill development, which includes all but one of the following stages:

A) Motivation
B) Conceptual understanding
C) Skill acquisition
D) Application of skills

Question 14

Why are role playing exercises recommended for students learning to perform consultation?

A) These exercises allow students to avoid making ethical or professional errors that would more likely occur in a real-school setting.
B) These exercises provide students with opportunities to engage in supervised demonstrations of consultative skills.
C) These exercises permit the application of the theoretical or content knowledge after they have learned to engage in successful role play.
D) These role playing exercises circumvent the need for video- or audio-taped consultation cases, which are not ethically permissible.

Question 15

What is the most common form of supervision provided to consultants in training?

A) Peer-to-peer supervision
B) Field supervision by field-based practitioners
C) Case conceptualization
D) Supervision executed through observation, video or audio recording, or transcription

Question 16

In using data-based decision-making regarding consultation practice and outcomes, which is not one of the models that have been proposed to assist in this endeavor within this text?

A) Planning, Implementing, and Evaluating (PIE)
B) Getting-to-Outcomes (GTO)
C) Individualized Education Program Goal Attainment (IEPGA)
D) CBM and CBA

Question 17

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.

A) Understanding that differences are typically seen between groups rather than within them
B) Understanding individual differences within cultural groups and the multiple cultural identities prevalent in many individuals
C) Learning to balance prioritization of your own cultural background with appreciation of other cultural backgrounds
D) All of the above

Question 18

In contrast to other consultative theories, in consultee-centered consultation, __________.

A) communication is considered to be the most important variable to its success.
B) the processes rather than the parameters of service delivery are emphasized.
C) all change is targeted at the consultee, rather than the client.
D) a hierarchical, prescriptive helping role is used by the consultant.

Question 19

In RE-SB consultation, consultants focus on the cognitive processes that lead to unhealthy emotions and unproductive behaviors, and the interplay between individuals and the environmental variables, thoughts, and behaviors that work in concert to inadvertently sustain a problem. First, consultants help teachers in___________________

A) identifying the problem or trigger event
B) identifying the teacher's feelings and behaviors related to the problem
C) identifying the systems barriers to the student's success
D) identifying the contributions from the home and school environments in maintaining or exacerbating the student's difficulties

Question 20

Exceptional professional learning (EPL) was developed as a comprehensive consultation approach directed toward the processes and mechanisms of consultee cognitive, behavioral, and motivational change. In this model, consultants:

A) develop naturally-occurring learning groups (such as by subject area taught) that engage in collaborative problem-solving.
B) begin by ascertaining the cognitive biases that consultees are demonstrating in their consultative cases.
C) begin by ascertaining the behavioral errors that consultees are exhibiting in their consultative cases.
D) work toward increasing consultees' motivation by working on increasing self-efficacy regarding consultation skills.

Question 21

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

Question 22

State the definition of school-based consultation that was discussed in this chapter.

Question 23

What does the implementation cliff mean?

Question 24

Identify five barriers to engaging in school based consultation.

Question 25

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

Question 26

The concept known as the implementation cliff illustrates the difficulty that school psychologists encounter in everyday practice in using EBPs. Discuss the reasons for the implementation cliff and how school psychologists can address these issues.

Question 27

Students need to demonstrate knowledge and application of systematic problem-solving, and be able to link problems with evidence-based interventions. Beyond these broad premises, the orientation to teaching consultation is varied. Describe the various techniques or teaching methods that can be used so that students are ready to move from exposure to the information to successful implementation of the skills during fieldwork or internship experiences.

Question 28

One of the criticisms that has been levied regarding school-based consultation is that there have not been enough gold standard research methodologies used in determining their efficacy (e.g., random assignment, control group/experimental group, pretest/posttest designs). How could you think of a way to use this type of design in measuring consultation outcomes (both for consultees and clients)?

Question 29

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

Question 30

Why are indirect service delivery models vulnerable to criticisms of lacking scientific rigor and evidence in comparison to direct service delivery?

Question 31

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?

Question 32

In several studies reported in the chapter, surveys have been completed by practicing school psychologists regarding their own experiences in learning consultation. What are the most frequently-taught consultative models, and why are these almost uniformly reviewed in consultation coursework?