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ABSTRACT
Although the NASP 2020 Standards emphasize consultation as a core competency, few studies have examined consultation preservice training on consultant outcomes. This article describes the content and implementation of a training program focused on ecological-positive behavior consultation, called Positive Environment and Behavior for Building Learning and Engagement (PEBBLE). PEBBLE incorporates (a) didactic instruction related to consultation and ecological-positive support strategies, (b) evidence-based strategy and consultation implementation resources, and (c) supervised in-vivo practice. Outcome measures assessed both trainee outcomes, including self-reported efficacy, knowledge, and confidence, and classroom outcomes (direct observations). Results show PEBBLE led to statistically significant improvements in trainees’ self-reported efficacy, knowledge, and confidence and had a positive impact on classroom environments. Additionally, students who participated in PEBBLE in their first year of school psychology training had self-efficacy and competency ratings comparable to more advanced students. Implications for consultative training based on ecological-positive support approaches and future research are addressed.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Karen Callan Stoiber
Karen Stoiber, Ph.D. is Professor of Educational Psychology and Kellner Endowed Chair in Early Childhood at the University of Wisconsin-Milwaukee. She has served in leadership roles in APA Division 16, SSSP, and NASP. Her research and scholarly interests include promoting and investigating implementation of evidence-based practices, facilitating multi-tiered systems of support (MTSS) frameworks, designing consultation strategies for early prevention and culturally responsive practices, and integrating social-emotional learning into intervention approaches.
Maribeth Gettinger
Maribeth Gettinger, Ph.D. is Professor Emerita of Educational Psychology at the University of Wisconsin-Madison. She has served as Associate Editor on several School Psychology journals. Her research and scholarly interests include fostering evidence-based early literacy, conducting consultation aimed at addressing the needs of children with challenging behaviors, training preservice consultants, increasing opportunities for student engagement and learning, and promoting proactive classroom management.
Zachary A. Bella
Zachary A. Bella is a doctoral candidate in the School Psychology program at the University of Wisconsin-Milwaukee. His research interests include early childhood intervention, consultation, and the intersection of neurodevelopmental disorder evaluations and subsequent access to community-based services and supports.
K. Leigh Monahan
K. Leigh Monahan is a doctoral candidate in Educational Psychology with a specialization in School Psychology at the University of Wisconsin-Milwaukee. Her research interests include investigating ways to support the behavioral and academic needs of students in early childhood settings and the impact of secondary traumatic stress on school personnel working in urban schools.