Training school psychologists: Some perspectives on a competency-based behavioral consultation model.

Abstract

A behavioral consultation training model is presented that articulates training competencies and service goals in school psychology. The model promotes evaluation of competencies of school psychologists and their impact on the settings in which consultation services are provided.

Improving the Delivery of Special Education and Related Services in Public Schools

“…Three studies are presented, with each study focusing on a particular service delivery problem common to most public school organizations. Recently, increased emphasis has been placed on the importance of the school psychologist to engage in service functions such as behavioral consultation (Kratochwill & Bergan, 1978), program development and evaluation (Maher, 1979), and teacher training (Hunter & Lambert, 1974). The need for school psychologists to expand the scope of their functioning is critical in light of Downloaded by [University of Toronto Libraries] at 10:13 26 December 2014 programmatic requirements which mandate early identification of handicapped children, preventative programming, and remediation of classroom behavioral problems (Gotts, 1976).…”

Consultant and client outcomes of competency-based behavioral consultation training.

“…One of the most well-developed competency-based BC training programs was originally described by Kratochwill and Bergan (1978). This program has been evaluated in recent years.…”

Achieving Effective and Inclusive School Settings

“…In addition to individual processes of inquiry used by teachers, successful schools are found to have active processes and procedures by which teachers interact with colleagues to generate solutions to problems (Little, 1982;Rosenholtz, 1985;1989). Professionals in successful and inclusive schools must forge a system by which they will address problems and are encouraged to review the school consultation literature (see, e.g., Kratochwill & Bergan, 1978;Parsons & Meyers, 1984;Rosenfield, 1987) for examples of problem-solving models. Whichever model is adopted, it is important to recognize that such inquiry is a circular and an on-going process in which educators remain engaged until student success is achieved.…”