Preparing Doctoral-Level Consultants for Systems Change: Implementing and Supervising Multitiered Practices in Early Childhood Education

Abstract

Implementing changes that support a preventative approach in early childhood education (ECE) requires the collaboration of skilled professionals. The present case study describes a change effort to implement multitiered systems of support (MTSS) in early childhood settings that included collaboration of agency personnel, school psychology program faculty and trainees, and ECE faculty. It describes a competency-based training initiative that provides applied experiences in consultation, supervision, and change facilitation for systems change efforts. The implementation of a systems-level approach for promoting positive behavior at three ECE agencies is described, with resulting teacher and child outcomes. Implications for future consultation research, training, and practice are discussed in relation to a consultation training model that provides competency-based field experiences to support change in ECE.

Additional information

Notes on contributors

Lauren Donovan

Lauren Donovan, MEd, is a doctoral candidate in School Psychology at the University of Cincinnati. Her research interests and consultations with schools have focused on support for the implementation of preventative and resource-efficient interventions, including multitiered systems of support and family-centered early intervention.

Dacia McCoy

Dacia McCoy, MEd, is a doctoral candidate in School Psychology at the University of Cincinnati. Her research interests include identifying effective and efficient interventions to support students and teachers in educational settings.

Hilary Denune

Hilary Denune, MEd, is a doctoral candidate in School Psychology at the University of Cincinnati. Her research interests include universal behavior intervention procedures and the implementation of multitiered systems of support.

David W. Barnett

David W. Barnett, PhD, is an Emeritus Professor of School Psychology at the University of Cincinnati. His research and consultation centered on decision making and accountability in professional practices and preschool services.

Janet L. Graden

Janet L. Graden, PhD, is Professor of School Psychology and Director of the School of Human Services in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. Her research and consultation with schools has focused on implementation of multitiered systems of support.

Victoria Carr

Victoria Carr, EdD, is Associate Professor of Early Childhood Education and Human Development at the University of Cincinnati. She is the Director of the Arlitt Child and Family Research and Education Center which houses one of the oldest laboratory preschools in the nation.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.