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Consultation in Early Childhood Settings


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Table of Contents

New Roles for Early Childhood Professionals: Why Consultation?; Consultant Knowledge, Skills, and Dispositions; Stage 1: Entry; Stage 2: Building the Relationship; Stage 3: Assessment: Gathering Information; Stage 4: Goal Setting; Stage 5: Strategy Selection; Stage 6: Implementation; Stage 7: Evaluation; Stage 8: Holding a Summary Conference; Evaluating Consultation Processes and Outcomes: Additional Considerations; Contexts and Settings Associated with Consultation in Early Education and Intervention; Future Directions for Consultation in Early Childhood Settings

About the Author

Dr. Buysse is Senior Scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. In addition to directing a program of research on Recognition & Response, a model of response to intervention for prekindergarten, her research interests include innovations in professional development; models such as consultation, coaching, mentoring, and communities of practice that support professional development and program improvement; and educational practices and interventions that address the unique needs of diverse learners--those who have disabilities, who have learning difficulties, or who are dual language learners.

Patricia W. Wesley, M.Ed., is Senior Scientist at the FPG Child Development Institute at the University of North Carolina at Chapel Hill, where she is also Clinical Instructor in the School of Education. Following a decade as the director of an inclusive preschool, in 1990 she became the director of Partnerships for Inclusion, a statewide training and consultation project supporting the inclusion of children with disabilities and their families in all aspects of community life. In this role, she has developed, implemented, evaluated, and published an on-site model of consultation to enhance quality in early childhood programs. She also has developed several community approaches for building broad-based acceptance of people with disabilities. In addition to early childhood inclusion and consultation, Ms. Wesley's interests include parent leadership and communities of practice in early childhood education. She is a frequent guest reviewer for several professional journals and a popular keynote speaker on the state and national lecture circuit. Samuel L. Odom, Ph.D., is the former Director of the Frank Porter Graham (FPG) Child Development Institute where he remains as a Senior Research Scientist. Prior to his work at The University of North Carolina at Chapel Hill, Dr. Odom served in faculty positions at Indiana University and Peabody College/Vanderbilt University. Dr. Odom received a master's degree in special education in 1976 and an educational specialist degree in educational psychology from the University of Tennessee at Knoxville in 1979. He earned his doctorate in 1982 in education and human development from the University of Washington.

Throughout his career, Dr. Odom has held positions as a preschool teacher, student teaching supervisor, program coordinator, teacher educator, and researcher. Dr. Odom's research interests include interventions and teaching approaches that promote social competence of young children, effective intervention approaches for children with autism, and early childhood curricula that promote children's school success. He is the author or co-author of over 175 journal articles and book chapters and has edited 10 books on early childhood intervention and developmental disabilities. His current research is addressing treatment efficacy for children and youth with ASD in elementary and high school grades. Also, he is the Co-Director of the National Clearinghouse on Autism Evidence and Practice at FPG. Dr. Odom is an associate editor for Exceptional Children and is on the editorial board of Journal of Early Intervention, Topics in Early Childhood Special Education, Journal of Autism and Developmental Disabilities, and Early Childhood Research Quarterly. He received the Special Education Outstanding Research Award from the American Educational Research Association Special Education Special Interest Group in 1999, the Merle Karnes Contribution to the Field Award from the Division for Early Childhood of the Council for Exceptional Children (CEC) in 2001, and the Outstanding Special Education Research Award from CEC in 2007. In 2013, he received the Arnold Lucius Gesell Prize awarded for career achievement in research on social inclusion and child development from the Theordor Hellbrugge Foundation in Munich, Germany. In 2016, he received an honorary doctoral degree from Stockholm University. He is currently a visiting professor at Stockholm University and San Diego State University.


"Integrates a wealth of information about consultation in ways that are practical and applicable in a variety of early childhood settings. I predict this book will become the 'consultation bible' in the decade to come." --Pamela Winton, Ph.D.

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