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

Accepted Answer

In school systems, consultants often provide indirect service by working with educators and teachers who then directly interact with children and their families. This approach allows for a broader impact as the consultant's guidance is implemented by the consultees in their direct work with clients.

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

Accepted Answer

In the consultative process, the use of persuasion, facilitated through the bond of relationships (such as referent power), is key to working collaboratively to meet the needs of children and their families. This approach emphasizes the importance of interpersonal skills and the ability to influence others positively.

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

Accepted Answer

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

Accepted Answer

Models that focus on prevention and early remediation of student academic, behavioral, and emotional problems, like consultation, can address shortages of personnel, budget constraints, and the needs of an ever-needy student population. Therefore, the correct answer is 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

Accepted Answer

Consultation can interrupt the prevalent cycle of referral-test-place into special education endemic in school systems, assist educators in successfully providing services to students in Tiers I and II of MTSS, and promote the likelihood that children receive educational programming in the least restrictive environment that meets their needs. Therefore, option D is the best choice.

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

Accepted Answer

School psychologists often report high levels of satisfaction with the consultative aspects of their role. This is because consultation allows them to work collaboratively with teachers, parents, and other professionals to support students' educational and psychological needs, which is a central part of their training and professional identity.

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

Accepted Answer

All of the given reasons could potentially explain why educational and mental health support personnel do not work as consultants to a greater extent. Assessment requirements may limit time for consultative activities, lack of incentive from administrators may lead to status quo, and concerns over authentic consultation may deter professionals from pursuing this approach.

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

Accepted Answer

All of the factors mentioned in A, B, and C contribute to systemic and organizational barriers affecting time spent in consultation. Understanding and addressing these barriers can lead to more effective use of consultation services in schools.

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

Accepted Answer

Different training experiences and backgrounds associated with various professional fields can lead to difficulties in communication and collaboration among service providers in related disciplines.

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

Accepted Answer

The lack of consensus regarding the definition of competence in consultation, and how to measure consultation competence, makes it difficult to develop rigorous training programs for pre-service school-based consultation. Indirect service delivery skills are important to teach, but they are also more difficult to measure than direct service delivery skills. The efficacy of professors teaching consultation and the availability of role-playing exercises may also impact the rigor of training programs, but they are not the main reasons why pre-service school-based consultation training has lacked rigor.

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

Accepted Answer

The article notes that all three components (quantity of coursework in consultation, quantity of supervision, and exposure to various consultation models) are positively correlated with student self-assurance in consultation.

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

Accepted Answer

Adlerian or solution-focused consultation is not frequently taught in consultation courses for graduate students compared to the other options listed, which are more commonly included in the curriculum.

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

Accepted Answer

Rosenfield and colleagues' developmental model of skill development does not include "Motivation" as one of its stages. The model focuses on the progression from understanding concepts to acquiring skills and then applying those skills, without specifically mentioning motivation as a distinct stage.

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.

Accepted Answer

Role playing exercises provide students with the opportunity to engage in supervised demonstrations of consultative skills, allowing for constructive feedback and improvement. This hands-on approach is crucial for students to gain practical experience and confidence in their abilities. Additionally, role playing exercises can be tailored to specific scenarios and skill sets, providing students with a range of experiences that may not be possible in real-world settings.

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

Accepted Answer

The answer of What is the most common form of...

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

Accepted Answer

The text does not propose the Individualized Education Program Goal Attainment (IEPGA) model as a means of data-based decision-making in consultation practice and outcomes. The other models listed (PIE, GTO, CBM/CBA) are all mentioned in the text as potential models for this purpose.

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

Accepted Answer

The correct answer is B) Understanding individual differences within cultural groups and the multiple cultural identities prevalent in many individuals. This choice emphasizes the importance of recognizing the diversity within cultural groups and the complex cultural identities individuals may hold, which is crucial for effective multicultural/cross-cultural school consultation.

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.

Accepted Answer

The answer of In contrast to other consultative theories, in...

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

Accepted Answer

In RE-SB consultation, consultants first help teachers in identifying the problem or trigger event that leads to the unhealthy emotions and unproductive behaviors in students. This understanding of the trigger helps in finding effective ways to address the problem.

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.

Accepted Answer

D  The EPL model involves creating learning groups for collaborative problem-solving and focuses on increasing consultees' motivation by enhancing their self-efficacy in consultation skills.

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

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.

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:

Consultation can:

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

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

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:

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?

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?

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?

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

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

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

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?

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

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: