Size and consistency of problem-solving consultation outcomes: An empirical analysis

Hurwitz, Jason T.; Kratochwill, Thomas R.; Serlin, Ronald C.

doi:10.1016/j.jsp.2015.01.001

Cited by 34 publications

(13 citation statements)

References 51 publications

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“…To quantify severity, we assessed the impact as an effect size, which is represented as the change in annual population growth rate between the year when the disturbance event occurred and under normal conditions. The effect size was calculated while accounting for single-subject data (i.e., the event occurred once, so the treatment data show no variability, whereas the control data were gathered over multiple years and do show variability) 17 – 20 , as follows 17 , 21 , 22 : where represents the annual population growth rate of species i in the year when the disturbance event occurred, represents the mean annual population growth rate of the same species under normal conditions, and denotes the standard deviation of the annual population growth rate under normal conditions for species i . The return period of a given severity was calculated as the inverse of the occurrence probability of a given effect size, which was estimated statistically while assuming a normal distribution (For details, see Methods and Supplementary Fig.…”

Section: Introductionmentioning

confidence: 99%

A framework for quantifying the relationship between intensity and severity of impact of disturbance across types of events and species

Iwasaki

Noda

2018

Sci Rep

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Understanding the impacts of natural disturbances on wildlife populations is a central task for ecologists; in general, the severity of impact of a disturbance (e.g., the resulting degree of population decline) is likely to depend primarily on the disturbance intensity (i.e., strength of forcing), type of disturbance, and species vulnerability. However, differences among disturbance events in the physical units of forcing and interspecific differences in the temporal variability of population size under normal (non-disturbance) conditions hinder comprehensive analysis of disturbance severity. Here, we propose new measures of disturbance intensity and severity, both represented by the return periods. We use a meta-analysis to describe the severity–intensity relationship across various disturbance types and species. The severity and the range of its 95% confidential interval increased exponentially with increasing intensity. This nonlinear relationship suggests that physically intense events may have a catastrophic impact, but their severity cannot be extrapolated from the severity–intensity relationship for weak, frequent disturbance events. The framework we propose may help to clarify the influence of event types and species traits on the severity–intensity relationship, as well as to improve our ability to predict the ecological consequences of various disturbance events of unexperienced intensity.

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Section: Introductionmentioning

confidence: 99%

A framework for quantifying the relationship between intensity and severity of impact of disturbance across types of events and species

Iwasaki

Noda

2018

Sci Rep

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“…For example, consultation informs the selection of assessments and interventions, follow-up implementation support, and data-based problem-solving (VanDerHeyden, 2014). Consultation is a demonstrably effective method for supporting students (e.g., Hurwitz et al, 2015).…”

mentioning

confidence: 99%

Deliberate practice of consultation communication skills: A randomized controlled trial.

Newman¹,

Villarreal²,

Gerrard³

et al. 2022

School Psychology

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Consultation is a key competency area for school psychologists, though much is unknown about how school psychologists develop the competency to consult. Deliberate practice (DP) is a promising approach to enhance use of communication skills, thereby supporting consultation competence. DP training included multiple opportunities for video-recorded consultation practice in response to a consultee’s request for assistance, self-reflection on skill application, and corrective supervisory feedback. In this randomized controlled trial, 109 school psychology graduate students across 45 training programs received either consultation training as usual delivered through their first consultation course (control group; n = 61) or a supplemental DP training intervention in addition to their first consultation course (treatment group; n = 48). Students who completed the DP training significantly increased their use of communication skills during a simulated practice opportunity, while the control group participants did not. Students in the DP condition also reported significantly greater self-efficacy than students in the control group, although students in both groups reported significantly greater self-efficacy over time. DP participants also reported high levels of training satisfaction. Implications of these findings for the design and delivery of consultation training and supervision are discussed.

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“…GAS is a common outcome assessment approach for intervention studies from both physical and mental health sciences and was described as a method for evaluating special education outcomes more than 40 years ago (Carr 1979). For consultation research GAS is the most frequently used method (Hurwitz et al 2015;Sladeczek et al 2001) for several types of research designs including singlecase, quasi-experimental, and randomized controlled designs. For ASD research, GAS has been applied to several group design research studies (c.f.…”

Section: Outcome Measurementmentioning

confidence: 99%

Goal Attainment of Students with ASD Using COMPASS

Ruble¹,

McGrew²

2020

Encyclopedia of Autism Spectrum Disorders

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The Collaborative Model for Promoting Competence and Success (COMPASS) is an evidencebased parent-teacher consultation and coaching intervention that roughly doubles the Special Education IEP goal attainment outcomes of children and youth with autism spectrum disorder (ASD). COMPASS brings together parents and teachers, with guidance and support from the COMPASS consultant, to create a shared understanding of the child with ASD that integrates the essential and critical information from home and school. This holistic and ecologically informed view leads to the identification of pivotal goals within the critical social, communication, and learning skill domains that leverage other areas of development. Following the identification of contextualized and socially validated goals, an intervention plan is developed based on the child's personal and environmental challenges and supports, consistent with the stipulations of the Evidence-Based Practice in Psychology (EBPP) tripartite framework. There is experimental evidence that COMPASS results in better education goal attainment outcomes for children and youth.

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Size and consistency of problem-solving consultation outcomes: An empirical analysis

Cited by 34 publications

References 51 publications

A framework for quantifying the relationship between intensity and severity of impact of disturbance across types of events and species

A framework for quantifying the relationship between intensity and severity of impact of disturbance across types of events and species

Deliberate practice of consultation communication skills: A randomized controlled trial.

Goal Attainment of Students with ASD Using COMPASS

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