https://orcid.org/0000-0003-4385-931X
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ABSTRACT
School psychologists commonly conduct consultations focused on behavioral issues; however, questions remain regarding best-practices when conducting consultations with families from historically marginalized communities. The present study aimed to review the empirical literature base examining multicultural competencies in behaviorally-focused consultation. A systematic search of the literature was conducted to acquire the sample for this review, and 16 studies were identified. Studies were analyzed to assess the current state of the literature including study characteristics, participant demographics, and consultation features. Additionally, themes were identified related to notable findings and recommendations for research and the field. Across populations, behaviorally-focused consultation was found to be acceptable and associated with client behavioral improvements. However, the current research has several limitations, such as small sample sizes, narrow cultural focus, and limited investigation into consultee and consultant characteristics. While these preliminary findings are promising, future research is needed to continue to inform the evidence for this practice.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Notes on contributors
Kelsey M. Ragan
Kelsey M. Ragan, Ph.D., is a Clinical Assistant Professor at Baylor University. She is a Licensed Specialist in School Psychology and a Licensed Psychologist. Her clinical background includes school psychology work in the public education system and clinical settings, including private practice and community-based clinics. Her primary research interests include behavioral consultations and interventions, with a focus on systematic reviews and meta-analytic methods. Additionally, she coordinates the Baylor Autism Resource Clinic and directs the School Psychology EdS program at Baylor University.
Brandon S. Parker
Brandon S. Parker, Ph.D. is a school psychologist completing his postdoctoral fellowship. His research interests include multicultural competency in school psychological practice, psychoeducational services for students from underserved populations, and validity evidence of psychological assessments. Brandon was awarded the Outstanding Graduate Student—Doctoral Level Award from the Texas Association of School Psychologists in 2020.