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Teach ching Consultation Skills Using In Inter erdep epartmen mental Co Collaboration and Su Super ervisi sion with a Mixed ed-Re Reality Simulator

• S. Kathleen Krach, Ph.D., NCSP

Mary Frances Hanline, Ph.D.

Basic c Consultation Pairings

Consultant [School Psychologist] Consultee [Teacher] Client [Child]

Train ainin ing g Co Consult ltatio tion Pair airin ings gs

Consultant School Psychology Student: Educational Psychology & Learning Systems Department Consultee Special Education Student School of Teacher Education Client Virtual Child in simulator TeachLive

Mi Mixed-Re Reality Simulator

What is TeachLive? [hyperlink]

Cl Clients Ch Chos

• sen for
• r Con

Consultation

• n

Kevin

Kevin is a 6th grade male (age 12-4). He has never been held

• back. He gets along well with
• ther children, but he has

some issues with authority. His previous teacher described problems with disrespectful

• behavior. He can also be

disinterested in his work leading to off-task behavior.

Sean

Sean is a 6th grade male (age 13-2). He was retained in Kindergarten for being socially

• delayed. He does not have

many friends. His previous teacher described problems with speaking out in

• class. She said that he tries to

“control the classroom” and “take up all of my instruction time.” He can sometimes be antisocial with the other children although he is always friendly with the teacher.

In Inter erdep epar artmen ental al Collab llaboratio ion

Consultant Graduate-level School Psychology Student Dyad 1 Client Virtual Child Kevin Consultee Undergraduate-level Teacher Education Student Dyad 2 Client Virtual Child Sean Consultee Undergraduate-level Teacher Education Student

School Psychology School Psychology Special Education Special Education

Interdepartmental Individuals Involved

School of Teacher Education Special Education Program

• Faculty: Mary Frances Hanline
• Class: MTSS Curriculum
• Student: Graduate student

interested in working as P-12 teacher.

• Student (Other): Graduate

students in interested in doctorate in teacher education.

Educational Psychology & Learning Systems School Psychology Program

• Faculty: S. Kathleen Krach
• Class: School-Based Consultation
• Student: Graduate students

interested in working as P-12 school psychologist

• Student (Other): Graduate

students interested in doctorate in school psychology OR school-based social workers.

Review Case File Formal Introduction TeachLive #1 Structured Observation After TeachLive #1 Conduct Interview (PII) Research Intervention Present Intervention to Consultee TeachLive #2 Structured Observation After TeachLive #2 Evaluate Consultee (CEF) Evaluate TeachLive (TCR) Consultant Consultee

Review Case File Formal Introduction TeachLive #1 Provide Instruction After TeachLive #1 Answer Interview (PII) Consider Intervention from Consultant Evaluate Intervention (IRP) TeachLive #2 Provide Instruction After TeachLive #2 Evaluate Consulant (CEF) Evaluate TeachLive (TCR)

Teach ching Consultation

Developmental Stage Training Stage Instructional Activities Novice-acclimation

Awareness and understanding Lecture, discussion, reading, observation Skill acquisition Classroom simulations and role plays, videotaped simulation

Competence

Application of skills Consultation cases, taped and supervised

Proficiency-expertise

Advanced skill development Additional practice of consultation; continued professional development; research; supervision of others; teaching.

Rosenfield, S. (2002). Developing instructional consultants: From novice to competent to expert. Journal of Educational and Psychological Consultation, 13, 97–111.

Ro Rosenfield’s (2 (2002) ) Mo Model del f for C Cons nsul ultan ant D Devel elopm pmen ent

Be Behavior

• ral Con

Consultation

• n

(B (BC; ; Bergan & Kr Kratochwill, , 1990) )

• Formal Entry:
• Professors introduce the two students
• Assessment:
• Classroom session
• Direct observations “pre” using School Psychology Tools Observation System
• Defining the Problem and Setting the Goals
• Case file review
• Problem Identification Interview (PII; Crothers, Hughes, & Morine, 2008).
• Intervention or Strategy Selection
• Review of the literature
• Present the interventions to the students
• Intervention Rating Profile for Consultee and Client (IRP-15; Martens, Witt, Elliott, & Darveaux, 1985),
• Implementation
• “Classroom” session
• Evaluation
• Direct observations “post” using School Psychology Tools Observation System
• Analyze data and report
• Consultant Evaluation Form (CEF) published by Erchul (1987) and adapted version Consultee Evaluation Form

Supe Supervision

Su Supervis vision ion by Prof

• fessor
• r(s

(s)

Student Consultant

• As-Needed
• Before, after, during TeachLive

session

• Group Supervision
• In whole class setting.
• Individual Supervision
• One-on-one prior to each

consultation sessions

• Supervision of Work Products
• Intervention materials
• Case study documents

Student Consultee

• As-Needed
• Before, after, during TeachLive session
• Group Supervision
• In whole class setting.
• Individual Supervision
• One-on-one following each of the

TeachLive sessions

• Supervision of Work Products
• Lesson plan

Krach, S. K., & Hanline, M. F. (2017). Teaching Consultation Skills Using Interdepartmental Collaboration and Supervision with a Mixed-Reality Simulator. Journal of Educational and Psychological Consultation, 34. doi:10.1080/10474412.2017.1301818

Qu Quantitative: : Finding Findings from Fir First t Year ear of Projec ject

Instruments Completed by Consultant Total Possible Points Completed by Consultee

N M SD

• N

M SD

Intervention Rating (IRP)

• 90

21 74.05 8.33

CEF-Rates Consultant*

• 70

22 62.18 8.20

CEF-Rates Consultee*

10 56.10 8.99 70

• TeachLIve Rating (TCR)*

9 18.33 0.41 20 14 14.93 0.74

*score differences were statistically significant

Qu Qualitative: : Finding Findings from Fir First t Year ear of Projec ject

Positive Trends

• Both groups enjoyed the process.
• Saw it as a positive learning

experience.

• Felt like a “real world experience.”
• Enjoyed meeting with other school

professionals

• Both groups wanted more time

with the mixed-reality simulator.

• Longer sessions
• More sessions

Negative Trends

• Both groups felt constraints on the

assigned tasks

• Intervention recommendations could not

be done in the TeachLive environment.

• Undergraduate students lacked

motivation to meet and/or use the interventions

• Both groups noted some technology

problems

• TeachLive changed interactors

(puppetmasters) between T1 and T2.

• Cannot use any intervention involving

changing seats or moving around.

Me Meeting NA NASP SP St Standards ( (Knowledge)

Standards Subcomponent(s) Not Addressed in TeachLive Methods for effective consultation and collaboration that link home, school, and community settings Not linked Varied methods of consultation in psychology and education (e.g., behavioral, problem solving, mental health, organizational, instructional) applicable to individuals, families, groups, and systems Does not apply to families. Strategies to promote collaborative, effective decision making and implementation of services among professionals, families, and others Does not apply to families Consultation, collaboration, and communication strategies effective across situations, contexts, and diverse characteristics Does not apply across contexts

NASP Standards for Graduate Preparation of School Psychologists (NASP, 2010).

Me Meeting NA NASP SP St Standards ( (Sk Skills)

Standards Subcomponent(s) Not Addressed in TeachLive

Apply consultation methods, collaborate, and communicate effectively with others as part of a comprehensive process that permeates all aspects of service delivery All apply Consult and collaborate in planning, problem solving, and decision-making processes and to design, implement, and evaluate instruction, interventions, and educational and mental health services across particular situations, contexts, and diverse characteristics Not across contexts Consult and collaborate at the individual, family, group, and systems levels Does not apply to families Facilitate collaboration and communication among diverse school personnel, families, community, professionals, and others. Does not apply to families Facilitate collaboration and communication among diverse school personnel, families, community professionals, and others Does not apply to families and community professionals Effectively communicate information for diverse audiences, for example, parents, teachers, other school personnel, policy makers, community leaders, and/or others Does not apply to parents, policy- makers, or community Promote application of psychological and educational principles to enhance collaboration and achieve effectiveness in provision of services. All apply.

Cos Costs ts

Ho How w muc uch h did did this this cost? t?

Money

• $1000: Cost for materials for

TeachLive room.

• $4500: Cost to set-up TeachLive

Room

• $250: Cost to set-up the scenario

with the interactor

• $125: Cost (hourly rate) to use the

interactor in the TeachLive Room

• $35,000: Cost to create new avatar.

Time

• School Psychology professor’s

time.

• Special Education professor’s

time.

• Class time missed during the

sessions.

Re References

• Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York: Plenum.
• Crothers, L. M., Hughes, T. L., & Morine, K. A. (2008). Theory and cases in school-based consultation. New

York: Routledge.

• Erchul, W. P. (1987). A relational communication analysis of control in school consultation. Professional School

Psychology, 2(2), 113-124. doi: 10.1037/h0090534

• Kr

Krach, S. K., & Hanline, M. F. (2017). Teaching Consultation Skills Using Interdepartmental Collaboration and Su Supervision with a Mixed-Re Reality Simulator. Jo Jour urnal nal of f Educ ducat ational nal and and Psycho hologi gical al Cons nsul ultat ation, , 34. . do doi:1 i:10.1080/10474412.2017.1301818

• Martens, B. K., Witt, J. C., Elliott, S. N., & Darveaux, D. X. (1985). Teacher judgments concerning the

acceptability of school-based interventions. Professional Psychology: Research and Practice, 16(2), 191. doi: 10.1037/0735-7028.16.2.191

• National Association of School Psychologists (NASP, 2010b). NASP standards for graduate preparation of

school psychologists. Bethesda, MD: Author. Retrieved from http://www.nasponline.org/assets/Documents/Standards%20and%20Certification/Standards/1_Graduate_Pre paration.pdf

• Rosenfield, S. (2002). Developing instructional consultants: From novice to competent to expert. Journal of

Educational and Psychological Consultation, 13, 97–111. doi: 10.1080/10474412.2002.9669455s