An Examination of Training in Ecological-Positive Support Consultation

Stoiber, Karen Callan; Gettinger, Maribeth; Bella, Zachary A.; Monahan, K. Leigh

doi:10.1080/10474412.2022.2100401

Cited by 3 publications

(4 citation statements)

References 41 publications

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“…In addition, consultation between school psychologists and teachers to address aggression within the classroom may be an initial important step for reducing aggressive behavior (Shernoff et al, 2017). Consultation coaching models have been found to increase positive classroom qualities over a relatively short period (e.g., 8 weeks; Stoiber et al, 2023) and may be particularly useful for problems at the classroom level.…”

Section: Discussionmentioning

confidence: 99%

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

Perry,

Perhamus,

Memba

et al. 2024

School Psychology

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Understanding classroom-level correlates of preschool children's aggressive behavior is critical to identifying multiple avenues for intervention within schools. The present school-based study evaluated the reliability and validity of a classroom-level measure of physical and relational aggression and examined a social-ecological model to test whether individual variables (i.e., temperament), dyadic peer factors (i.e., peer victimization, the number of a child's play partners), and classroom-level aggression were associated with individual aggression. Observations of play partners and teacher reports of temperament (i.e., daring, prosociality, and negative emotionality), peer victimization (i.e., physical and relational victimization), and classroom aggression were collected in a sample of preschoolers (N = 307; M age = 48.99 months, SD = 7.51). Observer reports of aggression were used to create aggression severity and directionality scores, reflecting the overall level of aggression a child displays and their propensity to use physical relative to relational aggression, respectively. There was evidence to support the reliability and validity of the classroom-level aggression measure providing initial support that this measure could be used by school psychologists. A multilevel regression model indicated that higher levels of negative emotionality, daring, and a greater number of play partners were associated with higher levels of aggression severity. Children in classrooms with more relational aggression were more likely to use relational instead of physical aggression. These findings demonstrate the importance for school psychologists to account for multiple levels of influence when examining preschoolers' aggression. Impact and ImplicationsThe present study addressed gaps in the school psychology literature by evaluating the association between preschoolers' classroom-level aggression and their individual aggression while controlling for child temperament and dyadic peer experiences. Results demonstrated that classroom relational aggression was associated with the type of aggressive behavior a child uses (i.e., relational aggression), whereas temperament was more strongly related to the severity of a child's aggressive behavior. These findings indicate that school psychologists should consider individual-, dyadic-, and classroom-level factors when considering children's aggressive behavior.

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Section: Discussionmentioning

confidence: 99%

A social–ecological model of preschoolers’ aggressive behavior: An exploratory analysis.

Perry,

Perhamus,

Memba

et al. 2024

School Psychology

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“…Our experience is that school psychology doctoral students, in particular, desire experiences in these medical-clinical settings and that these settings not only seek school psychology graduate students but find their training to be well-matched to the competencies required to perform expected tasks. Alternatively, field-based placements for master's and educational specialist level students could be looped with a specific course on pediatric psychology (e.g., the school psychology program associated with the first author of this article has a course requirement "Pediatric Psychology in the Urban Setting" that includes assessment, consultation, positive behavior support, and intervention experiences in settings such as Head Start; Stoiber et al, 2022Stoiber et al, , 2023.…”

Section: Limitations Future Directions and Implications For Practicementioning

confidence: 99%

“…School psychologists could draw from the EAPP model to reconceptualize the OHI evaluation and qualification structure. This model should feel familiar to school psychologists as they adapt it to school settings because it shares the same fluid and intentional transfer of information common to school psychologists' other ENHANCING INTERPROFESSIONAL INTERAGENCY COLLABORATION collaborative-consultative team roles (Stoiber et al, 2022(Stoiber et al, , 2023. As a first step, a school psychologist identifies and establishes relationships with key medical specialty providers.…”

Section: Implications For Schools and School Psychologistsmentioning

confidence: 99%

“…Moreover, school psychologists are uniquely qualified for this pivotal IIC role as they bring a deep understanding of educational processes, potential issues health concerns can pose on children’s school performance, and procedures for identifying disability-related needs and school-based services (Harris et al, 2020; McClain et al, 2022). Further, school psychologists are well-equipped to gather information to better understand underlying reasons for children’s social–behavioral and academic challenges and propose possible solutions and accommodations within an evidence-based, multitiered systems framework (NASP, 2020; Stoiber et al, 2023; Stoiber & Gettinger, 2016). As such, school psychologists bring an essential set of competencies for formulating IIC partnerships aimed at preventing, managing, and responding effectively to academic and medical challenges and are well-positioned to lead systems-level change within the education sector (McClain et al, 2022).…”

Section: Limitations Future Directions and Implications For Practicementioning

confidence: 99%

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Enhancing interprofessional interagency collaboration for minoritized and low-income children with chronic illnesses.

Stoiber,

Ruehl,

Landry

et al. 2024

School Psychology

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Children with chronic illnesses present unique health, psychosocial, and learning challenges. Due to the complexities surrounding their needs, these children and their families often encounter multilayered barriers when accessing educational services and health care management. Medical-family-school interprofessional interagency collaborations (IIC) are needed to facilitate information sharing across institutions, treatment alignment among care partners, and equitable and high-quality school-based service delivery. This article presents a novel hospital-based school consultative liaison service, the Educational Achievement Partnership Program (EAPP), which conducts IIC with the families, schools, hospitals, and community care partners of children with chronic illnesses. We explore disproportionalities in IIC services among low-income and racially/ethnically minoritized children and examine ways to increase IIC service access and utilization. Results demonstrate that systematic changes targeting in-person communication with families significantly increased minoritized and low-income children's EAPP participation. Despite this increase, differences occurred between minoritized and White children's utilization through all stages of EAPP service delivery. These results underscore the importance of ongoing IIC service evaluation to examine the effectiveness of implementation components. We discuss implications and highlight opportunities for similar medicalfamily-school IIC under a school psychologist-led medical liaison consultative approach. We conclude that IIC is best fostered through innovations in communication models, graduate training, practice, and research. Impact and ImplicationsChildren with chronic illnesses present complex needs that call for interprofessional interagency collaboration (IIC). We present a medical-family-school partnership program and examine intervention outcomes related to equity, access, and utilization among minoritized and low-income children. We discuss future directions for improving IIC, including ways school psychologists can lead the educational sector in becoming a more health-friendly system.

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