Conducting Rigorous Survey Research in the Study of School-Based Consultation

ABSTRACT

The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what circumstances. Survey methodology offers one means for conducting consultation research. This article proposes a process for rigorous survey research in school-based consultation training and practice, which addresses some potential concerns regarding survey research. Specifically, issues of survey development, survey validation, sampling, and data collection are addressed. These processes are illustrated through the design and administration of an online survey of 262 early career school psychologists; preliminary data analyses suggested strong scale reliability, minimal item response bias, and population representativeness. Recommendations for future consultation survey research are provided.

Acknowledgments

The authors thank Markeda Newell, Sylvia Rosenfield, David Shriberg, and Susan Sheridan for reviewing drafts of the survey, and Amanda Leppert and other graduate students for their assistance in conducting cognitive interviews.

Funding

This research was supported in part by the Small Grants Competition of the Society of Consulting Psychology, APA Division 13.

Additional information

Funding

This research was supported in part by the Small Grants Competition of the Society of Consulting Psychology, APA Division 13.

Notes on contributors

Cynthia E. Hazel

Cynthia E. Hazel, PhD, is an associate professor in the Child, Family, and School Psychology Program and the chair of the Teaching and Learning Sciences Department in the Morgridge College of Education at the University of Denver. Her research interests include student school engagement, multi-tiered system of supports at the secondary level, positive youth development, and consultation and consultation training. She received her PhD in School Psychology from the University of Northern Colorado.

Daniel S. Newman

Daniel S. Newman, PhD, is an assistant professor in the School Psychology Program in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His research interests include school consultation and training, supervision, and professional issues in school psychology. He received his PhD in School Psychology from the University of Maryland

Courtenay A. Barrett

Courtenay A. Barrett, PhD, is the Instructional Data Innovation Consultant at Ingham Intermediate School District in Michigan. Her practice and research interests include consultation and data-based decision making. She received her PhD in School Psychology from the University of Maryland, and was previously an assistant professor in the Psychology Department at Utah State University.

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.