Basic attending skills tapes and textbook (3rd edition)

Ivey, Allen E.; Gluckstern, Norma B.; Ivey, Mary Bradford; Glenn, Hodges

doi:10.1037/e527162004-001

Cited by 8 publications

(18 citation statements)

References 0 publications

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“…| 2669 Lepage et al, 2004), and more recently training approaches emphasizing consultation process dynamics . The findings regarding basic listening skills, specifically, are consistent with extensive research indicating the same findings regarding counseling psychology helping skills (Ivey et al, 2018). Therefore, a major implication from this research is that if consultation instructors and supervisors find value in basic listening skills as part of consultation, these skills can be incorporated as part of coursework-as-usual rather than a supplementary activity.…”

Section: Implications For Consultation Trainingsupporting

confidence: 83%

“…Although Rogers was referencing therapeutic counseling interactions, active and empathetic listening are critical for providing assistance and solving problems across a variety of helping relationships, including consultation (Sandoval, 2014; Schein, 2011). Ivey et al (2018) described the basic listening sequence with pertinence to problem solving, including restating a speaker's messages through paraphrasing and summarizing; asking clarifying questions to better understand concerns; and reflecting feelings to recognize emotion when it is present. These communication skills are applied to ensure those who request professional assistance (e.g., clients in therapy; consultees engaged in consultation) feel heard (Ivey et al, 2018; Weger et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

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A qualitative content analysis of novice consultants' responses to a consultee's request for assistance

Newman

McIntire

Barrett

et al. 2023

Psychology in the Schools

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Applying qualitative content analysis methods, this study focuses on how school psychology graduate student consultants responded to a simulated request for assistance by a teacher. Seventy‐three total students participated in the study before they had engaged in their first course on school consultation. Additionally, transcripts were analyzed for subsets of students following a course on consultation (n = 23), or a course on consultation plus a supplemental communication skills focused training (n = 22). Before their consultation course, student consultants exhibited variable responses including some basic listening skills, but also offering premature problem hypotheses and solutions. They also restated child deficit focused language, often without asking for clarification, and asked questions not directly related to information provided by the consultee, which sometimes included more than one question at a time (double‐barreled). Following a typical consultation course, student consultants responded in nearly identical ways. Student consultants that completed a consultation course plus a supplemental training including deliberate practice of communication skills increased their application of basic listening skills, reduced leading questions, eliminated double‐barreled questions, and applied a pattern of paraphrasing followed by clarifying to understand concerns in more observable and measurable ways. Data are presented with qualitative examples, and implications are drawn regarding school consultation training.

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Section: Implications For Consultation Trainingsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

A qualitative content analysis of novice consultants' responses to a consultee's request for assistance

Newman

McIntire

Barrett

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Another focus for future research is to determine if autism practitioners with lower levels of BA can be taught to consistently demonstrate associated behaviors at a higher level. In addition to recent efforts within the field of ABA (e.g., Lugo et al 2017; Shireman et al 2016) other helping professions, such as counseling, have also concluded that the basic skills of establishing therapeutic rapport are, indeed, trainable (Carkhuff 2009; Ivey et al 2018). We believe that by using ABA-based training methods such as Behavioral Skills Training (e.g., Parsons et al 2012) therapists entering the field can be taught to recognize skill deficits and receive effective training to remediate them.…”

Section: Discussionmentioning

confidence: 99%

Behavioral Artistry: Examining the Relationship Between the Interpersonal Skills and Effective Practice Repertoires of Applied Behavior Analysis Practitioners

Callahan

Foxx

Swierczynski

et al. 2019

J Autism Dev Disord

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This study investigated interpersonal skills associated with the concept of behavioral artistry (BA), a repertoire of practitioner behaviors including care, attentiveness, and creativity, among others, associated with the effective delivery of applied behavior analysis (ABA) treatment. Survey results indicated parents of children with autism preferred BA descriptors for ABA therapists over non-BA descriptors. A separate survey of 212 university students on a standardized personality assessment revealed students majoring and/or working in the field of ABA had lower levels of BA than those in other human services professions. Practitioners with higher BA scores were observed and rated more positively in their delivery of ABA for children with autism. Implications for training/supervising effective ABA practitioners within a BA model are discussed.

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“…JL: Any additional publications that you would say represent the best that you have done? AI: I am really proud of the Basic Attending Skills (Ivey, Gluckstern, & Ivey, 1997), which is translated into 13 or 14 languages, and I am excited to see what microcounseling has done. Mary and I are just back from Japan and the Japanese Microcounseling Association.…”

Section: Jlmentioning

confidence: 99%