Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

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

doi:10.1080/10474412.2021.1984930

Cited by 1 publication

(2 citation statements)

References 42 publications

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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%

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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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Section: Limitations Future Directions and Implications For Practicementioning

confidence: 99%

Section: Implications For Schools and School Psychologistsmentioning

confidence: 99%

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

Stoiber,

Ruehl,

Landry

et al. 2024

School Psychology

Self Cite

View full text Add to dashboard Cite

show abstract

Exploratory Analysis of a Consultative Coaching Model Applied in Early Childhood Classrooms

Cited by 1 publication

References 42 publications

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

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

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