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Behavioral Consultation: Past, Present, and Future |
| Saturday, May 26, 2018 |
| 12:00 PM–12:50 PM |
| Marriott Marquis, Grand Ballroom 7-9 |
| Area: EDC; Domain: Service Delivery |
| Instruction Level: Intermediate |
| CE Instructor: Scott P. Ardoin, Ph.D. |
| Chair: Scott P. Ardoin (UGA Center for Autism and Behavioral Education Research) |
| WILLIAM ERCHUL (University of California, Riverside) |
 William P. Erchul, Ph.D., ABPP, is a Professor in the Graduate School of Education at the University of California, Riverside, and the Director of its Ph.D. training program in School Psychology. He has previously served as Professor of Psychology at North Carolina State University and Research Professor at Arizona State University. He is a Fellow of the American Psychological Association, recipient of APA Division 16's Lightner Witmer Award, Past President of the American Academy of School Psychology, and Past President of the Society for the Study of School Psychology. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation and instructional coaching, and he has focused on issues of relational communication, social influence, and technology in much of this research. Dr. Erchul has been described as being "at the forefront of research on school consultation and coaching over the past 25 years" (Schultz, Arora, & Mautone, 2015). He has produced over 100 scholarly works, has been associate editor of School Psychology Quarterly, and has served on the editorial review boards of nine scholarly journals. |
| Abstract: Behavioral consultation (BC), wherein a consultant changes a target client's behavior by working directly with a mediator (e.g., K-12 teacher) who serves as interventionist, has long been an important topic in school psychology and applied behavior analysis. This presentation examines key historical developments in BC, such as the impact of Bergan, Kratochwill, and others' verbal interaction and competency-based training research, and then considers the state of current BC practice in schools and related settings. The presentation concludes with some speculations about how technology will affect future BC practice. |
| Target Audience: Practitioners who work with school-age clients |
| Learning Objectives: At the conclusion of the presentation, participants will be able to: (1) compare and contrast key elements of consultation and direct service provision; (2) describe major components of the behavioral consultation model; (3) identify significant findings from the behavioral consultation literature relative to issues of professional practice and training; (4) recognize the current role of behavioral consultation in school-based practice; (5) contemplate the future of behavioral consultation. |
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