Engaging and Collaborating with Families across Multitiered Systems of Support: Current School Psychologists' Practices

Autor/inn/en	Hendricker, Elise; Bender, Stacy L.; Ouye, Jenna
Titel	Engaging and Collaborating with Families across Multitiered Systems of Support: Current School Psychologists' Practices
Quelle	In: Psychology in the Schools, 60 (2023) 8, S.2863-2900 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendricker, Elise) ORCID (Bender, Stacy L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22895
Schlagwörter	School Psychologists; Educational Practices; Family Involvement; Cooperation; Multitrait Multimethod Techniques; Program Effectiveness; Problem Solving + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Bildungspraxis; Co-operation; Kooperation; Problemlösen
Abstract	The National Association of School Psychologists emphasizes consultation, collaboration, and family-school-community collaboration as domains within school psychology practice. Family engagement is defined as caregiver participation in children's learning and instruction. While research outlines best practices in engaging and collaborating with families across multitiered systems of support (MTSS), there has been little examination of the current practices of school psychologists within this domain. This study investigated family engagement practices in schools, school psychologists' involvement in these practices, and their perceived effectiveness. Results indicated that while family engagement and problem-solving consultation methods were used within MTSS, school psychologists were less involved in implementation. Implications and future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01