Consultation: Applications to early intervention

Coleman, Patsy P.; Buysse, Virginia; Scalise-Smith, Dale; Scbttlte, Ann C.

doi:10.1097/00001163-199110000-00009

Cited by 7 publications

(4 citation statements)

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“…Extensive research documents the value and validity of numerous individual screening and progress–monitoring instruments (Fuchs & Fuchs, 2006). Further, a synthesis of RTI research supports the claim that RTI, as a whole, “is an effective method for identifying children at–risk of learning difficulties and for providing specialized interventions” (Coleman, Buysse, & Neitzel, 2006, p. 2). However, less is known about how schools have implemented RTI.…”

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confidence: 78%

Response to Intervention Screening and Progress–Monitoring Practices in 41 Local Schools

Mellard

McKnight

Woods

2009

Learning Disabilities Research & Practice

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This study describes response to intervention (RTI) screening and progress‐monitoring instruments and procedures in 41 local school settings. For screening the schools most often used published reading assessments or commercial products; a three‐times‐per‐year screening schedule was most prevalent. For progress monitoring schools most often relied on published reading assessments; a weekly progress monitoring schedule was most prevalent. The variability between local school practices is discussed with regard to efficiency, equity, and viability of RTI.

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confidence: 78%

Response to Intervention Screening and Progress–Monitoring Practices in 41 Local Schools

Mellard

McKnight

Woods

2009

Learning Disabilities Research & Practice

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“…As early intervention moves away from a program paradigm that "has not adequately met the diverse needs and preferences of individuals who happen to share some of the same labels" (Smull & Bellamy, 1991, p. 528) and toward more inclusive and supportive models of service delivery, the need for specialized, self-contained programs may decline. As a result, early childhood special educators will be expected to adopt new roles with respect to indirect service delivery models (e.g., collaboration, consultation, technical assistance, and training) (Bruder, 1993;Coleman, Buysse, Scalise-Smith, & Schulte, 1991;File & Kontos, 1992;Hanson & Wilderstrom, 1993).…”

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confidence: 99%

The Identity Crisis in Early Childhood Special Education A Call for Professional Role Clarification

Buysse¹,

Wesley

1993

Topics in Early Childhood Special Education

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Professional roles and responsibilities in early childhood special education (ECSE) are rapidly expanding to encompass increasingly complex functions related to work with young children with disabilities and their families in a variety of community contexts. Traditional frameworks for conceptualizing the roles of professionals in ECSE and/or early intervention have focused almost exclusively on the direct service component of the early childhood special educator's job. Furthermore, existing conceptualizations have not addressed how professionals can balance multiple roles to avoid role conflict and role overload. Implications of expanding roles for personnel preparation and practice are discussed.A movement to revolutionize the role of professionals in early childhood special education (ECSE) is currently underway. As a result, many of us who completed training in the field as little as 5 years ago are experiencing a professional identity crisis. Not only are new professional roles emerging, but traditional roles are expanding to encompass increasingly complex functions related to work with young children with disabilities and their families in a variety of service delivery contexts. Perhaps as a reflection of Bronfenbrenner's (1979) ecological framework, traditional child-centered roles in ECSE have evolved first, to incorporate a view of the child in the context of the family, and second, to incorporate a view of the child and the family in the context of the community. The impetus for new professional roles comes TECSE 13(4), 418-429 (1993) © PRO-ED Inc. 418

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“…First, it is important to recognize that learning how to work as a consultant is a relatively new role for early intervention professionals (Buysse & Wesley, 1993). Although recommended consultation practices are still emerging, there is general agreement that effective consultation should stress both content (i.e., direct help-giving in the form of offering specific strategies to parents and care providers) as well as process (e.g., building relationships, conflict resolution, communication; Buysse, Schulte, Pierce, & Terry, 1994; Coleman, Buysse, Scalise-Smith, & Schulte, 1991;File & Kontos, 1992). One approach that has been shown to be effective to help professionals work collaboratively with general early childhood staff to improve global program quality is the on-site consultation model (Palsha & Wesley, 1998;Wesley, 1994).…”

Section: Discussionmentioning

confidence: 99%

Comfort Zone Revisited: Child Characteristics and Professional Comfort with Consultation

Wesley

Buysse

Keyes

2000

Journal of Early Intervention

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This study examined professional comfort of 84 early intervention professionals in providing consultation about children with varying types, severity levels, and combinations of disabilities. A replication of an earlier study with classroom teachers, the study involved a structured interview using the ABILITIES Index to assess professional comfort on the basis of child characteristics. Preliminary analyses suggested that discomfort was consistent with reported disability (behavioral, orthopedic, sensory, cognitive, or multiple disabilities). Significantly more discomfort was reported if the child had severe disabilities or difficulties in communication and behavior. Additionally, training in consultation and experience in early intervention predicted professional comfort in providing consultation. Findings have implications for professional development aimed at improving consultation practice to support early childhood inclusion.

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Consultation: Applications to early intervention

Cited by 7 publications

References 0 publications

Response to Intervention Screening and Progress–Monitoring Practices in 41 Local Schools

Response to Intervention Screening and Progress–Monitoring Practices in 41 Local Schools

The Identity Crisis in Early Childhood Special Education A Call for Professional Role Clarification

Comfort Zone Revisited: Child Characteristics and Professional Comfort with Consultation

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