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Abstract
The evaluation of a cooperative university and state department of education continuing education program in consultation and curriculum-based assessment revealed significant gains in practitioner competencies. Specific skills associated with modules on behavioral consultation, curriculum-based assessment, and referral question consultative decision making were acquired during the 12-week training period. System level changes were limited indicating the importance of system financial incentives and priorities. The successful continuing education program formed the basis for sweeping system changes currently being implemented.
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Notes on contributors
Daniel J. Reschly
Daniel J. Reschly, is Distinguished Professor of Psychology and Director of the School Psychology Graduate Program at Iowa State University. He publishes widely on school psychology reform, social competence, and legal issues. In addition, he has served in numerous leadership positions at the state and national level.
Jeffrey P. Grimes
Jeffrey P. Grimes, is Consultant for School Psychological Services in the Iowa Department of Education. He is well known for his contributions through practitioner oriented publications (Best Practices and Children's Needs), leadership in system reform, and the development of model school psychological services programs.