School Psychology Quarterly

Hughes, Jan N.; Grossman, Pamela; Barker, Donald

doi: 10.1037/h0090611pmid: N/A

Administered aquestionnaire assessing self-efficacy expectations for resolving classroomproblems and expectancies so that consultation could assist 55 teachers in threeelementary schools with same classroom problems. Subsequently, teachers had anopportunity to request consultation from an experienced, doctoralstudent-consultant. A significant negative relationship was found betweenteachers’ self-efficacy expectancies and their expectancies thatconsultation would assist them. No significant relationships were found betweenself-efficacy and use of consultation or consultee evaluation of consultation.Teachers’ initial outcome expectancies for consultation predictedteachers’ subsequent evaluations of the consultant. An attempt is madeto integrate these findings with previous research on teachers’attributions of controllability, and implications for practice are offered.

Fantuzzo, John W.; Polite, Kenneth

doi: 10.1037/h0090612pmid: N/A

Evaluatedbehavioral self-management interventions with elementary school students.Studies were selected from PSYCHINFO and ERIC databases if they investigated theuse of school-based, behavioral, self-management interventions with children ofnormal intellectual functioning. The review presents an analysis of thistechnology including treatment effect size, generalization, social validity, andcost-effectiveness data. Results indicate that observation, evaluation, andselection and administration of reinforcers were the intervention componentsmost frequently student-managed. Additionally, results showed a positiverelationship between the degree of student management and treatment effect size.Based on review findings, recommendations are made for future research.

Witt, Joseph C.

doi: 10.1037/h0090613pmid: N/A

Reviewed the school-based consultation research pertaining to face-to-face verbal interactions between a consultant and a consultee. Drawing from the counseling and psychotherapy literature, two types of research methodologies for studying face-to-face interaction are presented. The first type, termed content coding, categorizes the content of both consultant and consultee verbalizations and allows for an examination of the relationship between categories of consultee verbalizations as a function of various categories of consultant verbalizations. The second methodology, relational coding, is more reflective of the relationship between participants and categorizes verbalizations relative to the content and intent of the message of the previous speaker. Directions for future research are suggested, especially defining a linkage between what is supposed to happen outside the session (e.g., consultee and child behavior change) as a function of within-session variables.

Frisby, Craig L.

doi: 10.1037/h0090610pmid: N/A

Discussed howschool psychologists may find themselves faced with the task of conductingteacher inservice workshops on the subject of classroom discipline. Theshortcomings of various approaches to teacher training in classroom disciplineare briefly discussed. A teacher training model is presented for schoolpsychologists’ use that focuses on the concept of“discipline subsystems” (i.e., instruction, behaviormodification, group management/dynamics, and psychodynamic/human relationships).Four key principles central to the model are discussed.

Kratochwill, Thomas R.

doi: 10.1037/h0090658pmid: N/A

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doi: 10.1037/h0090659pmid: N/A