Early Childhood Focused Consultation in School Psychology: Examining Current Practice, Identifying Future Opportunities

ABSTRACT

Enrollment in early childhood education has significantly increased over time. Due to the intersection of training that school psychologists possess (e.g., consultative, educational, mental health) and their presence within early education settings, there is great opportunity for scholarship that explores how school psychologists support young children. This special issue offers a compendium of scholarly work reflecting the contemporary role of school psychologists using consultation to provide a broader range of supports in early childhood settings. The introduction outlines the need for consultative approaches when working in early childhood settings and provides a brief overview of each article featured in the special issue. It is our hope that this special issue is a critical next step in the implementation of a comprehensive service delivery model in early childhood settings where consultative approaches are the primary mechanism used to support the educational short-term and long-term needs of young children and their families.

Disclosure statement

We have no known conflict of interest to disclose.

Additional information

Notes on contributors

Kizzy Albritton

Kizzy Albritton is an Associate Professor of School Psychology at The University of Texas at Austin. She earned her PhD in School Psychology from Georgia State University. She also holds a Master of Education degree in Behavior and Learning Disabilities from Georgia State University. Her primary line of research inquiry examines ways to improve academic and social-emotional outcomes for racial and ethnic minority children in early childhood settings. Her research seeks to addresses these challenges through the implementation of academic and social-emotional interventions, the effective implementation of multi-tiered frameworks in early childhood settings and expanding the role of school psychologists who provide services in early childhood settings.

Rachel Stein

Rachel Stein is a Clinical Assistant Professor of School Psychology at the University of Colorado Denver. She earned her PhD in Counseling, Clinical, and School Psychology from the University of California Santa Barbara. Following her doctoral work, she completed the Harris Fellowship in Infant and Early Childhood Mental Health at the University of Colorado Denver Anschutz Medical Campus. Her scholarly work focuses on supporting young children’s’ social and emotional development and exploring school psychologist’s role in working with young children.