As possibilidades dialógicas do fórum de discussão no ambiente virtual de aprendizagem

O presente estudo pretende mostrar que o fórum de discussão on-line, uma interface assíncrona, utilizado em ambientes virtuais de aprendizagem, tem dinamizado processos de ensino, aprendizagem e avaliação. Considera-se que este recurso potencializa a dialógica, a interação e a interatividade, devido a sua polifonia e plasticidade, rompendo com o modelo fechado de emissão-recepção e voltando-se para as possibilidades da aprendizagem colaborativa. A partir da pesquisa qualitativa de cunho sócio-histórico, desenvolvida durante o mestrado em educação, constatou-se que as dinâmicas dialógicas do fórum trazem novas possibilidades interativas, propicia os processos de construção do conhecimento e de avaliação sob a perspectiva dialógica e colaborativa, desde que as posturas docentes e discentes estejam em consonância com estes propósitos, além de despertar nos estudantes o interesse pela leitura e pela pesquisa, aumentando a qualidade da produção escrita. Efetivamente o fórum aproxima as distâncias, promove a socialização e (re)significa o conteúdo na educação on-line

Behavioral Parent-Teacher Consultation: Conceptual and Research Considerations

The importance of involving parents in their children’s education has been documented consistently. Likewise, school psychology as a profession traditionally has recognized the importance of working actively and collaboratively with parents. Little conceptual or empirical work has been reported, however, that links home and school individuals systematically in collaborative problem-solving consultation. Behavioral consultation provides a useful framework for working within and between family and school systems to involve parents and teachers together in cooperative problem-solving, with a focus on the interacting systems in a child’s life. The potential advantages of having both parents and teachers serve as consultees are that this structure promotes (a) identification of tempo-rally or contextually distal setting events, (b) consistent and systematic behavioral programming, and ( c) programming for generalization of treatment effects across settings. Likewise, the potential for effective communication, constructive partnerships, and productive relationships between home and school is increased. In the present article, we present an overview of conjoint behavioral consul-tation, as well as procedural considerations and future research directions

Preparation of School Psychologists in Behavioral Consultation Service Delivery

Practicing school psychologists have reported that consultation generally has been a high priority in service delivery approaches in schools and other applied settings (e.g., Gutkin, Singer, & Brown, 1980; Lesiak & Lounsbury, 1977; Meacham & Peckam, 1978). Although many practitioners now receive didactic training, few school psychology programs may actually provide a field practicum or other supervised experience in consultation. Formal applied training in consultation is important for several professional and ethical reasons. In the last decade, there has been growing concern over the limitations of traditional psychoeducational services provided to children in school settings. For example, studies have demonstrated that psychologists using traditional assessment practices have major difficulties reliably identifying children for the provision of special educational services (e.g., Ysseldyke, Thurlow, Graden, Wesson, Algozzine, & Deno, 1983). Once referred, there is a high probability that students tested will be placed in special education, and there continues to be low relationship between the actual assessment protocol and the design, implementation, and monitoring of intervention programs. Thus, there has been growing interest in consultation practice as part of the regular education initiative (REI) which calls for radical reform in services to mildly handicapped children, some of whom receive services in regular education settings. Recommendations for the inclusion of consultation as a part of the intervention process in the regular education setting supports the growing interest of training in this area (Cancelli & Lange, 1990). Although it is beyond the scope of our chapter to provide an overview of concerns pertaining to the REI, the interested reader is referred to Kauffman (1991), and a mini-series edited by Rosenfield (1990) that reviews issues in this area

A Conceptual Model for the Expansion of Behavioral Consultation Training

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented

Assumptions of Behavioral Consultation: After All Is Said and Done More Has Been Done than Said

The purpose of our article is to provide a reaction to the article by Noell and Witt (1996) regarding five fundamental assumptions underlying behavioral consultation, as well as react to a manuscript by Witt, Gresham and Noell (1996a) pertaining to their critique of some aspects of behavioral consultation. We provide a reaction to the alleged fundamental assumptions pertaining to consultation, specifically that (a) consultation is a superior use of resources when compared to direct intervention/therapy; (b) consultation is conducted collaboratively; (c) talking to teachers is sufficient to cause them to change their behavior; (d) teachers will generalize problem-solving skills developed in consultation to new problem situations with other clients; and (e) direct contact between the consultant and client is unnecessary. Issues surrounding future research in consultation are presented within the context of these two prior publications

A Conceptual Model for the Expansion of Behavioral Consultation Training

In this article, a general model and specific program that expand traditional behavioral consultation training are presented. The training program involves five interrelated components: (a) procedural and content skills, (b) role and relationship considerations, (c) entry/systems issues, (d) field-based experience, and (e) peer supervision. As a system, each component is necessary but not sufficient in the development of consulting expertise. Likewise, each component is subsumed by one or more components that encompass this broader framework. A theoretical rationale, model for implementation, and future training and research directions are also presented