Team-Based School Consultation

Dowd-Eagle, Shannon; Eagle, John W.

doi:10.4324/9780203133170.ch18

Cited by 4 publications

(9 citation statements)

References 1 publication

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“…The most frequently cited input impacting the performance of problem-solving teams is administrative input (Dowd-Eagle & Eagle, 2014; Rafoth & Foriska, 2006), typically referring to team members’ desire to have the support of the building principal; district support is also a critical factor (Gravois, 2013). However, exploration of administrative input is complex because support and participation are conflated.…”

Section: Resultsmentioning

confidence: 99%

“…Based on this review, it is evident that more attention to cognitive states is needed. Researchers have focused on how well team members understand and implement the problem-solving process (i.e., problem identification, data collection and analysis, and intervention implementation and evaluation; Dowd-Eagle & Eagle, 2014). To explain, Algozzine et al (2016) have created a robust research program in which they train problem-solving teams on the foundations of teaming (e.g., having an agenda, having clearly defined roles, starting/ending meeting on time) and problem-solving process (e.g., identify the problem, develop an intervention, monitor implementation, and evaluate intervention).…”

Section: Resultsmentioning

confidence: 99%

“…Problem-solving teams have proliferated over the past 40 years (for descriptions of different problem-solving team models, see Dowd-Eagle & Eagle, 2014), although lacking a solid theoretical base. According to D’Zurilla and Goldfried’s (1971) classic article, problem-solving processes came into applied psychology from basic research and theoretical literature to address problem situations that are complex, ambiguous, or have conflicting demands.…”

Section: Our Challengementioning

confidence: 99%

“…A comprehensive review of all research on school-based problem-solving teams is beyond the scope of this paper (see Dowd-Eagle & Eagle, 2014, for a recent review). Instead, we aim to support evidence-based practice.…”

Section: Review Of Problem Solving Team Implementation Factorsmentioning

confidence: 99%

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Evaluating problem-solving teams in K–12 schools: Do they work?

Rosenfield

Newell

Zwolski

et al. 2018

American Psychologist

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Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools. A review of the research on problem-solving teams, using an input-mediator-outcome-input framework, provides evidence for how teaming could become more effective and efficient in this context as well as sets an agenda for what additional research is needed. Key challenges to school teams are considered next, along with recommendations for change. The first challenge is the lack of training of school staff in the key components of teaming. A second issue is the difficulty in implementing teams in the organizational context of schools. (PsycINFO Database Record

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Our Challengementioning

confidence: 99%

Section: Review Of Problem Solving Team Implementation Factorsmentioning

confidence: 99%

See 2 more Smart Citations

Evaluating problem-solving teams in K–12 schools: Do they work?

Rosenfield

Newell

Zwolski

et al. 2018

American Psychologist

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“…In addition to the limitation of narrowing the examination of contributing factors, problems can arise at the individual level, classwide level, systems level, or all three (Ingraham, 2015), and school-based consultants may have to consult in a team structure (for a review of team-based consultation, see Dowd-Eagle & Eagle, 2014;Rosenfield, Newell, Zwolski, & Benishek, 2018). Therefore, any school-based consultant who is only trained in a specific model will be limited by the boundaries of that model.…”

Section: Flexibly Using Different Consultation Modelsmentioning

confidence: 99%

School-based consultation.

Newell

Tindall

Reed

et al. 2020

Consultation in Psychology: A Competency-Based Approach.

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I n reviewing the research literature, it is evident that consultation models rather than consultation competencies have driven the evolution of schoolbased consultation (Newell & Newman, 2014). That is, much of the research has focused on the creation and evaluation of models of consultation instead of identification of the knowledge, skills, and attitudes needed for psychologists to be effective in school settings. With this imbalance, training in school-based consultation has largely focused on teaching-specific models of consultation rather than competencies, especially with respect to process and multicultural

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Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices

Hendricker

Bender

Ouye³

2023

Psychology in the Schools

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The National Association of School Psychologists emphasizes consultation, collaboration, and family-school-community collaboration as domains within school psychology practice. Family engagement is defined as caregiver participation in children's learning and instruction. While research outlines best practices in engaging and collaborating with families across multitiered systems of support (MTSS), there has been little examination of the current practices of school psychologists within this domain. This study investigated family engagement practices in schools, school psychologists' involvement in these practices, and their perceived effectiveness. Results indicated that while family engagement and problem-solving consultation methods were used within MTSS, school psychologists were less involved in implementation. Implications and future research are discussed.

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Team-Based School Consultation

Cited by 4 publications

References 1 publication

Evaluating problem-solving teams in K–12 schools: Do they work?

Evaluating problem-solving teams in K–12 schools: Do they work?

School-based consultation.

Engaging and collaborating with families across multitiered systems of support: Current school psychologists' practices

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