Educating Practitioners as Consultants: Development and Implementation of the Instructional Consultation Team Consortium

Gravois, Todd A.; Knotek, Steve; Babinski, Leslie M.

doi:10.1207/s1532768xjepc1301&2_09

Cited by 9 publications

(4 citation statements)

References 12 publications

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“…During 2000-2002, 27 schools in six school districts in a mid-Atlantic state implemented the IC Team model as a part of a grant-funded project (Gravois, Knotek, & Babinski, 2002). Three of the districts were suburban, one was urban, and two were rural.…”

Section: Methods Participantsmentioning

confidence: 99%

Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

2009

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A primary hypothesized outcome of consultee-centered consultation, including instructional consultation (IC), is that consultees will become more skilled. However, these claims have not been well researched. Data from 274 teachers implementing IC were analyzed to investigate perceptions of satisfaction and skill development. Results indicated that teachers were highly satisfied, perceived outcomes to meet or exceed their expectations, and felt confident about handling similar problems in the future. The majority reported learning one or more skills or strategies from participating and indicated generalization of skills learned from IC to other students. Relationships between satisfaction, generalization, and perceived outcomes are also presented. Although based on descriptive methodology, this analysis of teachers' perceptions of IC provides a window into their experiences.

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Section: Methods Participantsmentioning

confidence: 99%

Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

2009

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“…There have been a number of articles published in the last decade that explore consultation training for school psychologists Taufique, 2002a, 2002b;Anton-LaHart and Rosenfield, 2004;Gravois et al, 2002;Gutkin and Curtis, 1999;Henning-Stout, 1999;Kratochwill and Pittman, 2002;Rosenfield, 2002). Core issues that emerge from American research include: what, how and when should we teach, what role does the placement and supervision (provided by the placement supervisor and the college tutor) play in training consultants, and how do we know if our consultation training has been effective?…”

Section: Key Issues In Consultation Trainingmentioning

confidence: 99%

Effective Consultation in Educational and Child Psychology Practice

Kennedy

Cameron

Monsen

2009

School Psychology International

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How should applied psychology practitioners be prepared to meet an increasingly challenging and unpredictable working context? This article explores some of the key current issues for educational and child psychology practitioners and their professional trainers in the UK with regard to the topic of effective consultation. The article argues that Educational and Child Psychologists can make a distinctive and essential contribution to improving outcomes for children, young people and their families (a contribution that is firmly grounded in psychological theory, research and applied practice) and that effective professional consultation is an appropriate medium for applying psychology with a range of consultees and clients in diverse contexts. How ECPs are trained in consultation approaches is therefore a significant issue for all members of the profession. The objectives of this article are to examine specific practice and training problems and possibilities relating to consultation in educational and child psychology, to recommend improvements for the professional training for applied psychologists in this area and to make a plea for a renewed emphasis on practitioner research that is aimed at making a difference to applied problem solving.

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“…Over the past 5 years, the Laboratory for Instructional Consultation Teams at the University of Maryland, has engaged in multisite, multidistrict consortia to "scale up" the application and implementation of IC Teams This comprehensive structure of implementing IC Teams is fully described by Gravois, Knotek, and Babinski (2001) and has been replicated with consistent outcomes in more than 150 schools from approximately 40 districts and 7 states, as documented in a series of program evaluations, technical reports, and publications (e.g., .…”

Section: Instructional Consultation Teamsmentioning

confidence: 99%

“…Consultation Teams at the University of Maryland provided all training. Gravois, Knotek, and Babinski (2001) provided a full description of the consortium training procedures and processes associated with the current study. The nine comparison schools continued to implement the existing prereferral processes mandated by their districts (e.g., pupil service teams, educational management teams, student support teams).…”

Section: The Instructional Consultation Team Consortiummentioning

confidence: 99%

Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education

Gravois

Rosenfield

2006

Remedial and Special Education

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The current study investigated the impact of implementing Instructional Consultation Teams (IC Teams) on the disproportionate referral and placement of minority students into special education. Data were collected on referral and placement patterns of minority students in 13 IC Teams schools and 9 comparison schools. Three accepted indices of disproportionality—including risk indexes, odds ratios, and composition indexes—were calculated and analyzed for the baseline and for 2 years of project implementation. After 2 years of implementation, there were significant decreases in the risk of minority students in IC Team project schools being referred to and placed in special education when compared to nonproject schools. Moreover, the odds of minority students' being referred and placed in special education decreased by almost half in IC Team schools. Similar decreases in IC Team schools were noted when analyzing the composition indexes. The current findings also highlight the influence that quality classroom instructional practices have on the referral and placement of minority students for special education services.

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Educating Practitioners as Consultants: Development and Implementation of the Instructional Consultation Team Consortium

Cited by 9 publications

References 12 publications

Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

Teachers’ Perception of Satisfaction, Skill Development, and Skill Application After Instructional Consultation Services

Effective Consultation in Educational and Child Psychology Practice

Impact of Instructional Consultation Teams on the Disproportionate Referral and Placement of Minority Students in Special Education

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