Exploring how general education teachers use school‐based consultation

Datos Bibliográficos

ID21376571
AutoresEmily R DeFouw (0000-0001-5064-0258, Department of School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA, autor de correspondencia), Julie Sarno Owens (0000-0002-4674-9637, Department of Psychology Ohio University Athens Ohio USA), Freddie A Pastrana (0000-0002-6817-9508, Department of School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Freddie A Pastrana Rivera (Department of School of Psychology University of Southern Mississippi Hattiesburg Mississippi USA), Mary Lee (0000-0002-5309-1271, Department of Psychology Ohio University Athens Ohio USA), Steven W Evans (0000-0002-7283-2274, Department of Psychology Ohio University Athens Ohio USA)
Año2024
Volumen61
Número2
Páginas582-600
Fecha de publicación2024-02-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPsychology in the Schools (JOURNAL)
Identificadores de la revistaISSN: 0033-3085 • E-ISSN: 1520-6807
EditorialWiley (PUBLISHER • GB)
DOI10.1002/pits.23071
OpenAlexW4386452947
IdiomaEN
Citas recibidas2
Referencias citadas49

Understanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class‐wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than in team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school‐based teacher consultation are discussed

Class (philosophy) · Medical education · Pedagogy · School psychology · Behavioral and Psychological Studies · Child and Adolescent Psychosocial and Emotional Development · Medicine · Parental Involvement in Education · Psychology