Exploring how general education teachers use school‐based consultation

作者：Emily R. DeFouw, Julie Sarno Owens, Freddie A. Pastrana, Mary Lee, Steven W. Evans · 发表于：Psychology in the Schools · 年份：2023 · DOI：10.1002/pits.23071 · 被引用次数：5 · 研究领域：Behavioral and Psychological Studies、Child and Adolescent Psychosocial and Emotional Development、Parental Involvement in Education

Abstract Understanding general education teachers' experiences with and goals for school‐based consultation is warranted to address class‐wide and individual student concerns. In a sample of 66 general education teachers, we described their experiences with (1) informal consultation with colleagues, (2) school team meeting consultation, and (3) ongoing, structured consultation. Results indicated teachers received consultation most often for challenging individual student behavior and individual student academics (rather than for class‐wide behavior management or academic instruction) and received consultation from teachers and administrators (rather than from school psychologists or behavioral consultants). Teachers reported higher satisfaction during informal consultations than in team meetings. When teachers received ongoing, structured consultation, most reported three or more sessions with one to two observations. Implications for assessing and improving school‐based teacher consultation are discussed.