Starting the Conversation About Interdisciplinary Counselor and Teacher Training

Foxx, Sejal Parikh; Km, Anderson

doi:10.1177/2156759x20940646

Cited by 3 publications

(2 citation statements)

References 73 publications

(130 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Specialists’ reflections also seemed to center around a need for experiential—as opposed to merely didactic—learning opportunities. These reflections mirror calls for collaborative, hands-on, and problem-oriented training for school-based personnel who support students with intensive intervention needs (Foxx & Anderson, 2020).…”

Section: Discussionmentioning

confidence: 92%

“…Second, regardless of the degree of theoretical overlap, ABA training programs should acknowledge mental health specialists as valuable partners, as many students who need intensive behavioral interventions also need and benefit from mental health supports (Fazel et al, 2014). Third, as evidenced by recent priorities among federal funding agencies and faculty who contribute to personnel preparation (e.g., Foxx & Anderson, 2020; Office of Special Education Programs, 2022), interdisciplinary programs that train future specialists side-by-side might help cultivate cultures of collaboration. In particular, interdisciplinary courses and fieldwork in local school districts or university-affiliated laboratory schools have potential to address gaps in preparation and pre-empt barriers to effective collaboration.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs

Pollack,

Lloyd,

Crowell

et al. 2024

Behavioral Disorders

View full text Add to dashboard Cite

Interdisciplinary collaboration is critical to address the multiple and varied needs of students with social/emotional and behavioral (SEB) challenges. Yet little is known about the nature of collaboration between two specialist groups who commonly support them: behavior analysts and mental health specialists. Considering expectations for collaboration, and the potential challenges unique to this partnership, we conducted a series of interviews to explore these specialists’ experiences and perspectives around collaboration. We used a qualitative description approach, which led to identifying themes related to (a) specialists’ preparation to collaborate, (b) facilitators and barriers to effective collaboration, and (c) supports needed to collaborate more effectively in their current roles. Specialists from both groups felt their pre-service training inadequately prepared them to collaborate with one another. They identified several factors that impacted their ability to meaningfully collaborate and expressed needs for cross-discipline education, collaborative conversations, and training on “soft skills” to partner more effectively. We highlight distinct and overlapping perspectives within and across themes between behavior analysts and mental health specialists and discuss implications for improving the quality of these important partnerships.

show abstract

Section: Discussionmentioning

confidence: 92%

Section: Discussionmentioning

confidence: 99%

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs

Pollack,

Lloyd,

Crowell

et al. 2024

Behavioral Disorders

View full text Add to dashboard Cite

show abstract

Strategies to Increase Collaboration Between School Counselors and Transition Specialists: A Multi-Tiered Approach to College and Career Readiness

Challenger,

Lombardi,

Duquette

et al. 2024

Journal of Education

View full text Add to dashboard Cite

School counselors are trained to holistically serve all students’ personal and academic development while also fostering college and career readiness (CCR). However, many school counselors inadequately serve students with disabilities due to a lack of training and/or time. Transition specialists are professionals staffed in the special education department whose primary role is to provide postsecondary transition support to students with disabilities. Though a collaborative approach would benefit most students, school counselors and transition specialists have not historically coordinated their efforts to provide CCR support to students with disabilities. To address this gap, this conceptual article describes a collaborative, multi-tiered systems of support (MTSS) approach utilizing both school counselors and transition specialists to better support students with disabilities in their CCR and postsecondary planning. Specific examples of how to implement a collaborative approach are provided. Implications for school counselors and counselor educators are discussed.

show abstract

Integrating Core Academic Subjects’ Learnings into Physical Education (PE): EDUball/BRAINball Approach Is Worth Exploring

Ribeiro,

Marques,

Wawrzyniak

2024

Physical Education at School and in Today's Society [Working Title]

View full text Add to dashboard Cite

Physical education (PE) contributes to promoting students’ cognitive development. Integrating core academic subjects into PE classes may provide numerous benefits in both cognitive and physical developments. Therefore, combining cognitive learnings of other core subjects with physical activities may increase students’ academic learning time while improving physical abilities and skills in PE classes. EDUball/BRAINball is an interdisciplinary concept that uses balls with letters and numbers to merge physical activities with various school subjects such as mathematics and languages, especially for students up to 12 years old. The pedagogical approach has been developed for over twenty years, and students who participated in it showed significant improvements in literacy, numeracy, and physical performance. Given its potential, the EDUball/BRAINball approach offers a great didactic and pedagogical alternative for teaching fundamental subjects within PE classes. This should be considered by PE teachers, who should have access and training to implement these activities in PE classes.

show abstract

Starting the Conversation About Interdisciplinary Counselor and Teacher Training

Cited by 3 publications

References 73 publications

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs

Perspectives of Behavior Analysts and Mental Health Specialists on Collaborating to Support Students with Intensive Intervention Needs

Strategies to Increase Collaboration Between School Counselors and Transition Specialists: A Multi-Tiered Approach to College and Career Readiness

Integrating Core Academic Subjects’ Learnings into Physical Education (PE): EDUball/BRAINball Approach Is Worth Exploring

Contact Info

Product

Resources

About