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39 Cards in this Set
- Front
- Back
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List the characteristics of consultation
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-Voluntary, non-hierarchical, non-evaluative, collaborative
-Consultee is responsible for his own services -Decisions about the professional relationship are mutually agreed upon -Consultant's recommendations are free to be considered by consultee |
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List the characteristics of supervision
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-Required, hierarchical, evaluative, based on authority, authoritative
-Supervisor is responsible for the work of the supervisee, ethically and legally -Supervisor has authority to terminate the supervisory relationship (ability to hire and fire) -Supervisor's recommendations are mandated and supervisee reports directly to supervisor |
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What are the specific models for consultation?
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-Client-Centered Case Consultation
-Consultee-Centered Case Consultation -Program-Centered Administrative Consultation |
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What is the focus of client-centered case consultation?
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Developing a plan that will help specific client
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How is problem-identification carried out in client-centered case consultation?
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Indirect: Indirect FBA--identify and describe interfering behavior(s), identify tentative hypothesis regarding contextual variables and functions
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How is the problem analyzed in client-centered consultation?
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Direct: Descriptive FBA and/or FA--record magnitude of interfering behavior(s), identify and describe relevant antecedent, individual, and consequence variables; provide a hypothesis of function(s) of interfering behavior(s)
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How is a plan implemented in client-centered consultation?
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-Design of Client-Centered Behavioral Support Plan: Collaborative problem-solving process; link FBA data to interventions; select evidence-based interventions
-Direct Behavioral Consultation: Specific dyadic instruction; consultant modeling the procedures; rehearsal (role play or in vivo); performance feedback; self-monitoring; monitor treatment integrity |
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How is a plan evaluated in client-centered consultation?
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-Review and analyze data on a regular basis
-Single-case experimental design -Modify intervention as needed (data-based decision making) -Plan for maintenance, generalization, and fading of treatment components -Post-test: Behavioral Assessment-Intervention Rating Scale (BAIRS) |
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What is the focus of consultee-centered case consultation?
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Improvement of the consultee's professional functioning in relation to a specific group of clients
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How is problem identification carried out in consultee-centered case consultation?
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-Indirect--Pre-test: Consultee Competency Scale (CCS) completed by specific consultee(s)
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How is problem analysis carried out in consultee-centered case consultation?
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-Direct--Observation of consultee providing services to students
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How is plan implementation carried out in consultee-centered case consultation?
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-Design of Consultee-Centered Professional Development Plan--link goals to assessment results
-General Didactic Instruction--In-service training, graduate courses in ABA -Direct Behavioral Consultation--Specific didactic instruction, consultant modeling the procedures, rehearsal (role play/in vivo), performance feedback, self-monitoring |
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How is plan evaluation carried out in consultee-centered case consultation?
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-Consultee behavior change
-Client behavior change -Post-test: Consultee Competency Scale (CCS) |
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What is the focus of program-centered administrative consultation?
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Improving the overall quality of service delivery to a group of clients and/or consultees
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How is problem identification carried out in program-centered administrative consultation?
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-Indirect: Pre-test: Applied Behavior Analysis Program Evaluation Scale (ABAPES); Pre-test: Behavioral Assessment-Intervention Rating Scale (BAIRS); Consultee Competency Scale (CCS) completed by all staff
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How is problem analysis carried out in program-centered administrative consultation?
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-Direct: Observations of program staff providing services to students
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How is plan implementation carried out in program-centered administrative consultation?
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-Design of Program Level Professional Development Plan: Link goals to assessment results
-General Didactic Instruction: In-service training, graduate courses in ABA -Direct Behavioral Consultation: Specific didactic instruction, consultant modeling the procedures, rehearsal (role play and in vivo), self-monitoring |
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How is plan evaluation carried out in program-centered administrative consultation?
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-Consultee behavior change
-Client behavior change -Post-test: Applied Behavior Analysis Program Evaluation Scale (ABAPES) -Post-test: Behavioral Assessment-Intervention Rating Scale (BAIRS) -Post-Test: Consultee Competency Scale (CCS) completed by all staff |
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What are the stages of consultation?
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1. Entry phase
2. Problem identification/clarification 3. Intervention/problem-solving 4. Evaluation |
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What are the different models of consultation?
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1. Mental Health Consultation (Triadic Model)
2. Conjoint Behavioral Consultation 3. Behavioral Consultation (Problem-Solving Model) 4. Behavioral Analytic Consultation (Direct Behavioral Consultation) |
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Explain Mental Health Consultation (Triadic Model)
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-Caplan (1970)
-Client-centered case consultation: Intervention for one student -Consultee-centered case consultation (teacher wants help w/ CWPBS) -Program-centered administrative consultation (SPED director needs help developing RTI training) -Consultee-centered administrative consultation (SPED director needs help developing conflict-resolution strategies) |
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Explain Conjoint Behavioral Consultation
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-Facilitates partnership between schools and families
-Stages mirror behavioral consultation but process is conducted with parents, teachers, and others relevant to case |
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Explain Behavioral Consultation (Problem-Solving Model)
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-Bergan & Kratochwill, 1990
1. Problem identification 2. Problem analysis 3. Plan implementation 4. Plan evaluation -Very limited contact with client |
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Explain Behavior Analytic Consultation (Direct Behavioral Consultation)
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-Muller
1. FBA (non-experimental, record review, interviews) 2. FA (Iwata 1982, 1994) 3. Treatment selection 4. Treatment evaluation 5. Teacher training 6. Evaluation of teacher implemented treatment 7. Treatment generality (external validity, robustness across settings, people time) 8. Assessment of social validity (degree to which consultee finds treatment to be acceptable |
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What are the different methods of consultation?
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-BAIRS (Behavioral Assessment Intervention Rating Scale)
-FBA (direct and indirect) -Anticipatory Teaching Model -Consulting -Generalization -Increasing Treatment Adherence |
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Explain the method of using BAIRS in consultation
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-Behavioral Assessment Intervention Rating Scale
-Used to help consultant know how I am doing -Helps with data-based decision making -Best practices approach -Consistent with ethical guidelines of NASP |
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Explain the method of FBA in consultation
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-Indirect (interviews, rating scales)
-Direct (observations, recording of behavior) -Single-case design methodology -Analysis of behavioral measures during baselines and intervention -Modify intervention based on data |
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Explain the method of using the Anticipatory Teaching Model in consultation
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-Steege, 2004
-Proactive procedures for dealing with wide range of behaviors -Prevent interfering behaviors and teach socially meaningful replacement behaviors -Identify the following: Interfering behaviors, antecedents, antecedent modifications, individual variables, replacement behaviors, reinforcement procedures, functions of interfering behaviors, naturally occurring consequences, reactive procedures |
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Explain the method of pure consulting during consultation
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-Solicit supervisee's questions and dilemmas, case conceptualization, problem-solving model
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Explain the method of generalization in consultation
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1. Train and hope (unplanned generalization)
2. Sufficient exemplars 3. Sequential modification 4. Programming for generalization |
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Explain the method if increasing treatment adherence in consultation
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Make sure consultee:
1. Understands rationale of interventions (FBA, BSP) 2. Understands components of intervention (verbal, role play, modeling) 3. Have skills (rehearsal, performance feedback) 4. Have resources (personnel, materials, time) 5. Know that intervention is effective (data review, evidence-based treatments, observation of success) |
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What are the specific models of supervision?
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1. Cognitive-Behavioral Model
2. Discrimination Model 3. Developmental Model |
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Explain the Cognitive-Behavioral Model of supervision
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-Collaboratively create learning goals and schedule
-Socratic questioning -Progress monitoring -Evaluation |
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Explain the Discrimination Model of supervision
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3 roles:
1. Teacher (imparts knowledge, helps supervisee acquire skills) 2. Counselor (helps supervisee respond to challenges, emphasizes how she feels in particular situations) 3. Consultant (responds to supervisee's requests, helps process decisions or dilemma's she brings to supervision) 4 areas of focus: 1. Performance skills 2. Cognitive skills 3. Self-awareness 4. Professional (ethical/legal) |
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Explain the Developmental Model of Supervision
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4 levels:
1. Naive awareness (supervisee requires structure, support, instruction) 2. Confusion (need for autonomy and support, modeling, clarification) 3. Calm after the storm (more collegial, less structure, honest assessment of strengths/weaknesses) 4. Integrated |
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What are the specific methods for supervision?
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-Teaching (instruction, modeling, observation of supervisee in live or recorded session, performance feedback, structured learning activities)
-Counseling (Building rapport, communicating empathy, positive regard, active listening, reflecting, questioning, immediacy) |
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What are the Best Practices of supervision?
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1. Enhance supervisee's self-confidence through support
2. Model strong working alliances 3. Dispense feedback, summative/formative evaluation 4. Communication of case conceptualization 5. Identify potential conflicts 6. Be open to self-evaluation |
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What are the characteristics of Administrative Supervision?
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-Focus on guidelines, procedures, policies (systems-level)
-Focuses on the functioning of the service unit (personnel issues, logistics, legal, contractual, and organizational practices) -Addresses performance of job duties, primarily concerned with outcomes, consumer satisfaction, and conformity with policies and procedures -May be carried out by individuals credentialed in psychology or school administration (SPED Admin, Superintendent, etc) -Concerned with needs of organization as a whole |
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What are the characteristics of Clinical Supervision?
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-Focus on supervisee's skills or problems with specific client
-Supervisor is responsible for assessing problem and prescribing course of action -Provides guidance regarding client treatment, encourages supervisee to engage in problem-solving process and self-reflection -Supervision is direct with supervisee, rarely or never meets with client -Concerned with needs of individual supervisee and individual clients |
