Reflection 1 EDPY 470
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Athabasca University, Calgary *
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Feb 20, 2024
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REFLECTION 1
Athabasca University
Reflective Journal 1
Course Code: EDPY 470
Course Name: Consultation and Collaboration
Tutor Name: Ms. Colleen McClure
Unit 1: Overview of school-Based Consultation Part 1: Reflection:
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Consultation and collaboration are such an important aspect when working in the health field. Not one individual knows how to solve every single problem in every case they receive, they need other professionals to add their input and experiences to give their patients the best options available. Chapter 1 discussed the definition of the terms Consultation and Collaboration and the characteristics of
Collaboration Consultation. What are the roles of a consultant, consultee, and student their contribution
to Collaboration Consultation, the level of intervention, and some of the major research issues related to consultation practices? I know consultation collaboration is collaborating with multiple professionals in a school setting to support the student's learning better. I am familiar with the terms Consultation and Collaboration because I work as a teacher, but I do not know enough about it. I am unfamiliar with the level of intervention and how it developed when needed. Part 2
Set Goal Throughout this unit, I would like to learn new skills that I can use in my next year in school. I would like to learn and explain the components of intervention responses and how they can be incorporated/designed to be specific to youth. I would be able to list the levels of intervention. Part 3
Summarize one of the topics provided in the learning outcomes:
The learning objective that I have chosen to summarize is to define the term consultation and collaboration. Consultation is a process that “involves professionals collaborating to use information to plan academic or behavioral treatments” (Ysseldyke, Lekwa, Klingbeil, & Cormier, 2012)(Athabasca University). Consultation “provides a means for teachers to learn strategies to deal with presenting problems” (Coffee & Kratochwill, 2013, p. 2)(Athabasca University). Consultation is a problem-solving
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process and multiple people contribute to this process to better support a student with academic and behavioral problems. There are four stages of the consultation process finding the problem, analyzing the problem, developing the plan, and evaluating the plan. Collaboration plays a significant role in successful consultation. Consultation is an important part of the education setting. In an educational setting, we face many problems, and we always try to solve these problems to better support the students in academics and behavior. Collaboration is “a reciprocal relationship and training based on using equally the group leaders’ and the teachers’ knowledge, strengths, and perspectives” (Webster-Stratton, Reinke, Herman, & Newcomer, 2011, p. 509). The terms egalitarian and nonhierarchical are important to this definition because consultees, who are usually teachers or parents, are much more likely to engage in the consultation process when they believe they have at least as much input into the planning process as the consultant (Kelleher, Riley-Tillman, & Power, 2008). In contrast, in a specialist position, the consultant develops an intervention plan based on a reference and the consultee is primarily, if not exclusively, responsible for conducting the suggested interventions. Through collaboration, a better intervention is developed, implemented, and kept than if either worked in isolation (i.e., collaboration produces synergism). Not one person must be viewed as ‘more important’ as this may cause other professionals to be less likely to engage in the consultation process. Every professional involved should be able to provide as much input as they like and not be disregarded by any other individual otherwise the collaboration will not be successful, and it will be the client who will be faced with the negative repercussions. Part 4
Demonstrate Learning:
After this unit, I can expand my knowledge about consultation and collaboration. Before this unit, I did not know collaboration was important for proper consultation. I have learned some significant
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knowledge of significant data. Presently I can find out about the triadic idea of discussion. I think without the proper information in this unit about consultation and collaboration I cannot finish this course. This unit taught me so many new things such as the need for processability and content ability in
the role of an effective consultant, the level of intervention, and how it developed when needed. It will be helpful to me in my school year as a teacher. UNIT 2: Consultation Model and Professional Practices:
Part 1: Reflect:
When looking at the learning aims for this unit, I am aware that there is a lot for me to learn. This chapter discusses the questions a consultant faces in settling on a conceptual model and distinguishes between two theoretical traditions of consultation: behavioral and mental health. This chapter also covers various contexts in which school-based consultation may take place, with a particular focus on the student study team (SST), and compares various consultation configurations (i.e., individual, conjoint, team-based, and systemwide consultation). These introductory topics are of little knowledge to me. I am not familiar with more of the topics because I am not working with these kinds of
goals. I am familiar with the differences between individual, conjoint, team-based, and system-wide consultation. I know that consultation and collaboration is the process of distinct kinds of people and various kinds of collaborative sizes. Part 2: Set Goal:
Throughout this unit, I would like to learn and memorize the similarities and differences between mental health consultations and behavioral consultations. How can I use each of these consultations when working with students? I would also like to know how and what difficulties consultees can present and how you can support them with these difficulties. I would also like to learn about the topics that are unfamiliar to me and how I can use this information in my class. Part 3: Summarize one of the topics provided in the learning outcomes:
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The learning goal I have summarized is to explain the functional consultation models. The process of consultation in schools is continually evolving. However, most models applied in school settings have a sturdy base in the behavioral consultation tradition. Collaboration, interpersonal skills, and knowledge of assessment and intervention are all acknowledged in all models. There are four parts of functional consultation. Conjoint Behavioral Consultation
Conjoint behavioral consultation (CBC) is defined as “an indirect service-delivery model that builds on positive parent-teacher relationships, integrates structured data-based problem solving and collaboration, and implements evidence-based interventions across home and school settings” (Sheridan
et al., 2012, p. 24). A key feature of a conjoint behavior consultation is the collaboration of teachers and families. In this model, the teacher and parents are consultees who find the resources and develop and implement the most suitable interventions for a successful consultation. Sheridan, Clarke, and Burt (2009) described CBC as progressing through three phases: (a) needs identification/needs analysis (building on strengths), (b) plan development and implementation, and (c) plan evaluation (checking and
reconnecting). These phases closely parallel the four stages of problem-solving/behavioral consultation. Instructional Consultation:
Rosenfield, Silva, and Gravois (2009) describe instructional consultation (IC) as having a dual focus: on both content and process. The content imparted includes assessment methods that can guide instruction, evidence-based academic and behavioral interventions, fidelity assessments, and decision-
making rules. The main goal of instructional consultation is to improve the student’s performance as well as the ability of the teachers. The focus of the instructional consultation is to improve the students outcomes who struggle with learning disabilities and are facing curricular and instructional problems rather than being disabled. The Level of Implementation Scale–Revised (LOI-R) can be used to assess how well school personnel implement IC, including the collaborative consultation process and the tiered
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service delivery system, to direct further professional development (Rosenfield et al., 2009). Instructional consultation consultants are trained to find the problem and support the students, especially those who struggle with academic success. There are 5 stages of instructional consultation: - contracting, problem identification, and analysis, intervention design, intervention implementation, and evaluation and closure. Ecobehavioral Consultation
Ecobehavioral consultation combines ecological systems theory with behaviorism. This model considers the child's capabilities and the effect of the environment, which is the problem. Ecological systems theory also stresses focusing on conditions that can be changed (number of books in the home, number of minutes spent reading with parents) rather than a child’s social address (nationality, ethnicity, class, neighborhood), which is immutable (Bronfenbrenner, 1989). When finding how to aid the child, eco behavior does consider the child's cognition, motivation, earlier learning, and attributions. Ecological models of consultation are focused on systemwide prevention efforts rather than strict behavioral or mental health traditions. Consultee-Centered Consultation:
Consultee-centered consultation (CCC), a current mental health model, is more like the behavioral tradition because it embraces a problem-solving process and addresses a wider range of problems beyond mental illness (i.e., academic concerns, behavioral excesses, professional development; Knotek et al., 2009) and uses more behavioral techniques (modeling, coaching, and performance feedback in addition to psychodynamic techniques; Erchul & Martens, 2010). It aims to use
behavioral strategies like coaching and modeling. To effectively resolve the issues at hand, the goal is to emphasize the relationship between the consultant and the consultee. There are some ways to reconceptualize a problem such as brainstorming other explanations for the behavior, refocusing on what the client can do rather than the child’s deficits, selectively, skillfully, and gently challenging a
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consultee when needed, and acknowledging the consultee’s strengths and knowledge through onedownmanship (Newman et al., 2014). Part 4: Demonstrate Learning:
After this unit, I can expand my knowledge about behavioral and mental health consultation. Before this unit, I was not aware of behavioral and mental health consultations. There are many different models, theories, and approaches used to better the existence of students and teachers. There are several types of approaches to the situation that I can use in my classroom. I know some models are more relevant, but others depend on the conditions and the needs of the student. Unit 3- Problem-Solving Consultation
Part 1: Reflect:
This unit describes the problem-solving steps described in a larger multi-tiered system of support (MTSS) service delivery model. I have little experience with multi-tiered systems of support. As I am working as a teacher, I use problem-solving techniques and strategies to solve the problems of students who are struggling with these problems. There are some concepts that I am unfamiliar with such as the steps of the problem-solving Consultation process and the support of the consultation. Part 2: Set Goal: Throughout this unit, I would like to learn and memorize the multi-tier system and how I can use
this to become familiar with the several types of assessments and understand which assessments should
be used in certain situations. Part 3: Summarize one of the topics provided in the learning outcomes:
The learning objective that I have chosen to summarize is to explain the various steps to Follow in the Consultation Process. Many researchers in the consultation field have described the consultation process as stages, steps, activities, and sequences of consultation that have been used synonymously with the more
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generic term process. There are four main steps in this process: Problem intervention, Problem analysis, Plan implementation, and Plan evaluation. One of the most often cited references in consultation literature is the Bergan and Kratochwill (1990) book that documents the significance of the problem identification stage of consultation (Athabasca University). Most people agree that a positive outcome is more likely if this stage is successful. Their review showed that around 60% of the fluctuation in plan execution was represented by the viability of problem identification. Unfortunately, problem identification brings about turmoil because the consultant and the consultee(s) are figuring out some unacceptable issues or two separate issues. Learning how to elicit information from consultees to clarify problems and set proper intervention goals takes time and practice. These skills are essential to effective consultation and should not be taken for granted. In problem analysis, the consultant looks at the ecology of the student’s life and the classroom to gather information about the problem, the sources of the problem, and the interrelationships within the context of classroom expectations. The Functional Assessment of Academic Behaviors (FAAB) is one example of an ecological assessment system (Ysseldyke & Christenson, 2002) (Athabasca University). The goal of ecological assessment is to define the problem in terms of a gap between the student’s developing capabilities and the demands of the environment. Using the scientific method, specification of the antecedents, and looking for patterns in the student’s errors or behavioral deficits are some sources of information for analyzing the problem. The next step is to develop and implement the intervention. Therefore, brainstorm interventions that are related to the target behavior and hypothesis. Delineate who will provide the intervention, how, when, what, and any resources needed. It is also important to set the date, time, and follow-up meeting for the fourth successful step which is to evaluate the intervention. Part 4: Demonstrate Learning:
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After this unit, I can expand my knowledge about steps to Follow in the Consultation Process, Treatment Integrity, and Performance Feedback. As I am working as a teacher, I can use this information
in my classroom. Before this unit, I was unfamiliar with the multi-tiered system, but now I can use this system too. This information is extremely useful for all students in the classroom.
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