Journal of Educational and Psychological Consultation (J EDUC PSYCHOL CONS )

Publisher: Taylor & Francis


This journal serves as a forum for improving the scientific understanding of consultation and the efficacy of consultation to individuals and organizations. Previously, personnel in the wide, interdisciplinary audience reading this journal functioned in parallel rather than interactive ways and were usually unaware of what the other fields were doing to address the same objectives. Providing an outlet for sharing the knowledge and expertise of those working on similar problems, this unique interdisciplinary journal publishes articles that describe formal research, evaluate practices, review relevant literature, discuss salient issues, and carefully document the transition of theory into practice.

Impact factor 0.58

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  • Website
    Journal of Educational and Psychological Consultation website
  • Other titles
    Journal of educational and psychological consultation (Online), Journal of educational and psychological consultation
  • ISSN
  • OCLC
  • Material type
    Document, Periodical, Internet resource
  • Document type
    Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo for STM, Behavioural Science and Public Health Journals or 18 months embargo for SSH journals
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • 'Taylor & Francis (Psychology Press)' is an imprint of 'Taylor & Francis'
  • Classification
    ​ green

Publications in this journal

  • Stephen D. Truscott, Emilia Lopez, Marian C. Fish, Howard Margolis
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    ABSTRACT: The Journal of Educational and Psychological Consultation (JEPC) is beginning its second quarter century of publication. Given the challenges education faced in 1990, when the journal began publishing, and the evolving challenges of 2015, it became important to answer two questions: (1) Has JEPC successfully contributed to the facilitation of service delivery leading to improved outcomes? (2) What major challenges should JEPC consider—in an era of diminishing school budgets, professional autonomy, and social safety nets—to ensure that it can help to meet the needs of struggling learners, their fellow students, and the people and organizations who work on their behalf? To help answer these questions, this article discusses JEPC's contributions to consultation, current and future challenges, and possible directions for meeting the current and future needs of struggling learners, their peers, and all other stakeholders to which JEPC has dedicated itself.
    Journal of Educational and Psychological Consultation 01/2015; 25(1).
  • Mary M. Clare, Elise A. Ardron-Hudson, Jessica Grindell
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    ABSTRACT: Children and youth in schools are subject to the effects of the larger culture's attitudes and values related to body size. When negatively biased, these attitudes and values can have detrimental effects and thus emerge as relevant to educational and psychological consultants. Drawing on the nascent field of Fat Studies with its focus on the cultural meanings attached to large bodies, we identify direct implications of fat phobia for school-age children and youth. Via a brief case example, an initial review of literature, and several examples of health-positive programming, we describe the social justice implications of fat phobia for consultants in school and community settings. In this consideration of the role of consultants for addressing fat bias and supporting health, we also suggest the merit of applied interdisciplinarity as a strong ground for consultation research and practice. The academic area of Fat Studies provides illustration of the integration of disciplinary perspectives (e.g., sociology, anthropology, biology, psychology). Educational and psychological consultation is ideally situated for systematically engaging such interdisciplinarity in support of practical outcomes that are healthy, sustainable, and socially just.
    Journal of Educational and Psychological Consultation 01/2015; 25(1).
  • Journal of Educational and Psychological Consultation 10/2014; 24(4).
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    ABSTRACT: System-level consultation or organizational development in schools is an area in great need of theoretical models and definitions. The three articles in this special issue provide a unique learning opportunity not only for consultation across borders but also for consultation within the same nation. In my commentary, I limit my remarks to a few general principles about school-based system-level consultation with particular attention to entry processes to consultation. Specifically, I attempt to answer the following questions: (a) Are the principles guiding system-level consultation different from those guiding case consultation? (b) Are there specific principles that guide consultation when working in another country? and (c) Can what we see in these articles to a large extent be described as entry processes to system consultation?
    Journal of Educational and Psychological Consultation 10/2014; 24(4).
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    ABSTRACT: This article illustrates the application of psychological and educational consultation in an international setting. With the goal of promoting psychological well-being of the school-age population, a partnership was formed between an American school psychologist and a Sri Lankan educational sociologist and teacher educator. The partners, or co-consultants, engaged in a recursive research–intervention process using participatory culture-specific system consultation to learn the culture; conduct formative research; form partnerships in selected systems; and subsequently develop culture- and context-specific conceptual models, interventions, and assessment/evaluation measures for promoting the psychological well-being of students in Sri Lankan schools. This article describes the stages of the collaborative work across almost two decades and the challenges and benefits inherent in international partnerships.
    Journal of Educational and Psychological Consultation 10/2014; 24(4).
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    ABSTRACT: International educational consultation is challenging work that requires not only attention to best practices in consultation but also additional focus on cultural norms and regularities. In the three articles of this special issue, the consultation competencies of consultants play a critical role, as exemplified by entry issues, problem-solving practices, and relationship development. In addition, the overriding issue of culture and how it impacts consultation requires special attention for the international consultant as consultants attempt to use their expertise in new contexts.
    Journal of Educational and Psychological Consultation 10/2014; 24(4).
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    ABSTRACT: The primary to high school student population in Jamaica has become more academically diverse, and schools are experiencing the pressures of implementing reform programs without adequate financial and professional development support. The schools facing the greatest challenges and needs in Jamaica are often those in the rural areas. Researchers applied the instructional consultation (IC) model to establish collaborative partnerships with educators in rural Jamaica for the purpose of sharing instructional experiences in literacy and mathematics. A definition of IC, the aspect of the model used, and a description of the project and outcomes are provided. Finally, lessons learned relating to the difficulties of staying true to the consultation process and future directions of this partnership are highlighted.
    Journal of Educational and Psychological Consultation 10/2014; 24(4).
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    ABSTRACT: Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a school-based consultant to teachers implementing a classwide behavioral intervention. Teacher treatment adherence and student outcomes were also evaluated. Results indicate that overall, (a) teachers demonstrated moderate-to-high, but variable, levels of treatment adherence; (b) when teachers demonstrated lower levels of treatment adherence, the school-based consultant implemented PF with high adherence for 5 weeks, after which adherence varied; and (c) student outcomes improved.
    Journal of Educational and Psychological Consultation 07/2014; 24(3).
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    ABSTRACT: Data regarding intervention utilization among the target population are critical to interpret evidence from efficacy trials for school-based interventions. When use of the intervention is voluntary, intervention diffusion becomes a particularly critical variable. We examined the use of Instructional Consultation Teams (IC Teams), a voluntary teacher support program designed to enhance teacher skills for working with students in the general education classroom. Teachers' use of IC Teams was measured in 17 schools implementing the program over 4 years. The percentage of teachers who used the team increased over time, but utilization rates differed substantially among schools. Further, attrition of teachers in the project schools was high; over 48% of teachers had left the schools at the end of the 4-year study. We examined the roles of the principal and IC Teams facilitator in program utilization. Descriptive data and case illustrations suggested that schools with high utilization among teachers had effective, stable facilitators who worked in collaboration with their principals. Implications for studying utilization of educational innovations by school staff are discussed.
    Journal of Educational and Psychological Consultation 07/2014; 24(3).
  • Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: Our commentary responds to the five articles of the special issue on multidisciplinary collaboration to support struggling readers. From our perspectives informed by experiences working with diverse student and family populations in urban settings, preparing pre- and in-service educators and specialists to do the same, and working in federally funded technical assistance and dissemination centers focused on equity issues in general and special education, we highlight themes and raise issues across the articles. Accordingly, we discuss learning to read in the broader context of literacy acquisition, and examine issues of effectiveness, power, and privilege within consultative and collaborative professional relationships aimed at addressing diverse learners' reading capacities and outcomes.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: With the increase in schoolwide practices to improve reading instruction for all students and provide supplemental interventions for struggling readers, the need for collaboration among education professionals has become increasingly important. This article focuses on the expanding opportunities for collaboration between school psychologists and speech-language pathologists in schoolwide models such as Response to Intervention. Examples of collaboration and an approach for expanding collaborative efforts are offered for school psychologist and speech-language pathologist practitioners working in schools using schoolwide models of reading instruction.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: Schools are becoming increasingly diversified; however, training and professional development related to working with English language learners (ELs), especially in the area of English reading, is limited. In this article, we identify three “Big Ideas” of effective and collaborative practices that promote English reading achievement for EL students: (a) foster academic English at all stages of second-language acquisition by explicitly teaching vocabulary, emphasizing cross-linguistic transfer strategies, and supporting ongoing oral language development; (b) adopt a schoolwide collaborative approach to conduct frequent formative reading assessments and use the data to drive instruction by providing accommodations that promote English reading; and (c) implement a variety of grouping strategies to deliver reading instruction within a welcoming and sensitive learning climate. In addition, we discuss how school professionals may proactively instruct ELs and collaborate within a multidisciplinary framework to improve the English reading ability of students who are simultaneously learning the English language.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: The purpose of this article is to provide an explanation of how effective reading interventions are identified. Through a review of the National Reading Panel's general findings, along with a review of systems currently used to evaluate and disseminate specific reading interventions, a discussion of what works in reading is presented. The Evidence-Based Intervention Network is presented as a resource for facilitating collaboration across disciplines. Finally, a framework to guide collaborating professionals in the implementation of evidence-based reading interventions is proposed.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: Collaboration and consultation in early childhood settings is essential in supporting early literacy development; however, building partnerships can be difficult. In this article, we describe a large-scale project entitled Children's School Success (Odom et al., 2003) as a context from which to discuss collaboration and consultation related to literacy acquisition within early childhood settings. Using the lessons learned from this project, we offer several implications for effective collaboration and consultation to enhance children's early literacy acquisition.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: Response to Instruction (RTI) frameworks provide a structure for assessing student progress and evaluating the effectiveness of reading interventions. Schools frequently use RTI to support students who are struggling with learning to read while utilizing curriculum-based measurement (CBM) to monitor performance and guide instructional decisions made by collaborative teams of school professionals. Although these measures are relatively quick to administer, their usage is often limited to rate and accuracy scores to identify struggling students and monitor oral reading fluency. As schools make substantial investments to collect the assessment data, it is important to consider what else might be understood about struggling readers from this individually administered reading assessment. In this article we describe how to assess students' prosody and word recognition errors to inform school professionals about students' needs. This additional data from CBMs can inform the collaboration among school professionals to plan more targeted instruction for struggling readers.
    Journal of Educational and Psychological Consultation 06/2014; 24(2).
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    ABSTRACT: The Consultation Self-Efficacy Scale (CSES) was developed and validated to assess school psychologists' perceptions of self-efficacy for engaging in school-based consultation. A pilot study with graduate students (N = 92) indicated high internal consistency (α = .99) and provided evidence of discriminant validity, as a group with more consultation experience had significantly higher total self-efficacy scores (M = 512.25) than a moderately experienced group (M = 437.35). Subsequently, a sample of 347 practicing school psychologists completed a revised CSES, consistently endorsing moderate to high levels of consultation self-efficacy (M = 404.08, SD = 51.73). Although consultation self-efficacy was hypothesized to be a multidimensional construct, exploratory factor analysis indicated a single-factor structure. Construct validity of the instrument was supported by significant correlations between school psychologists' consultation self-efficacy ratings and perceptions of their ability to respond to hypothetical consultation referral problems (r = .69, p .
    Journal of Educational and Psychological Consultation 03/2014; 24(1).