Leveraging School-University Partnerships to Train School Psychologists in Organizational Consultation for PBIS

Translating School Faculty Experiences Using PBIS into Recommendations for Practice

“…Due to this, it is possible that administrators perceive them as needing less support surrounding PBIS, and that other school personnel see less importance in communicating about PBIS with them. As school psychologists can and do contribute to PBIS at a systems level by serving on PBIS teams, assessing implementation fidelity, and providing guidance for data-based decision-making practices [15,26,27], it is concerning that they may not be receiving necessary support from administrators and important PBIS-related communication. A takeaway for best practice is for administrators to ensure that school psychologists are not only included in regular PBIS communications and feedback, but also given opportunities to participate in the positive culture of PBIS.…”

“…This finding acknowledges special education teachers as a particularly valuable resource within the overall success of PBIS models in school and makes the provision of resources and support to them a high priority for administrators. As such, school psychologists play an important consultative role at the systems level within a school, using their PBIS training to influence program success by serving on PBIS teams, assessing implementation fidelity, and providing guidance for data-based decision-making practices [15,26,27]. However, school psychologists engaged in PBIS work have reported difficulty navigating varied levels of buy-in from staff and school administrators and deficits in communication [27], which may ultimately affect their effectiveness in program delivery with fidelity.…”