Facilitating Effective Communication in School-Based Meetings: Perspectives from School Psychologists

Cover
Half Title
Endorsements
Title Page
Copyright Page
Dedication
Contents
List of Figures and Boxes
Acknowledgments
1. An Introduction to Oral Communication and Meeting Facilitation
	Why a Book on Oral Communication, and Why Meetings?
	Meeting Facilitation and Oral Communication: Two Skill Sets That Complement Each Other
	What Creates an Effective Meeting?
	A General Overview of This Book
	Summary
	References
2. Foundations of Effective Communication
	Consider the Context of Communication
	Foundations of Communication: Credibility, Clarity, and, Care
		Communication Requires Credibility
		Communication and Emotions
		Communication Should Appear Reasonable
	Interactions Between Vertices in the Context of Communication
		Worldview, Beliefs, and Values
		Persona and Stance
	Oral Communication and Collaboration
		Collaboration Requires Active Listening
		Disentangling Facts, Inferences, and Attributions
		Collaborative Discussion
	Putting It All Together: The Context of Communication and Collaborative Discussion
	Summary
	References
3. Meeting the Objectives of the Context of Communication
	Establishing Trust and Credibility
		Considering Our Persona
		We Are All Doing Our Best
		We Are a Team, We Work Together
		Professional Confidence and Security
		Considering Our Stance
		Topics are Unintimidating, a Normal Part of Education
		We Are Here to Solve Problems
		The And Stance in Action
		Discuss Strengths and Supports
	Understanding Meeting Participants' Beliefs and Values
		Beliefs and Values Are Influenced by Culture
		Beliefs and Values Are Influenced by Our Ability to Engagewith Society
		Implicit Assumptions of Special Education and Disability
		Acquiring an Idiographic Understanding of Participants' Worldview
	Fostering Collaboration
	Summary
	References
4. Foundations of Meeting Facilitation
	Group Dynamics and the Multidisciplinary Team
	Group Development
	Group Leadership Functions
	An Overview of the Meeting Process
	The Planning Phase
	The Warm-Up Phase
		Introductions
		Meeting Purpose
		Group Norms
		Roles
	The Action Phase
		Active Listening in a Group
	The Closure Phase
	Post-Meeting
	Summary
	References
5. Planning and Facilitating Problem-Solving Meetings
	A Meeting Called by Many Names
	What Do We Mean by Problem-Solving?
		Multi-Tiered Systems of Support
		The Continuous Problem-Solving Model
		Problem Identification
		Problem Analysis
		Intervention
		Progress Monitoring and Evaluation
	Oral Communication in Problem-Solving Meetings
		The Role of the School Psychologist in Problem-Solving
		Getting to the Table: Advocating for Your Role in Problem-Solving Meetings
	Planning
		Team Composition
		Team Member Roles
		Team Development
		Frequency and Duration of Meetings
		Agendas
	The Warm-Up Phase
		Introductions and Review of Roles
		Purpose and Meeting Goals
		Norms
	The Action Phase
		Individual Student Problem-Solving
			Validating Teacher Concerns for a Student
			Prioritizing When There are Multiple Concerns
			The Elephant in the Room - Suspicion of Disability
			A Tendency to Focus on Unalterable Factors
			When a Problem for a Student Is a Problem for the Whole Class
			I Tried That, It Didn't Work - Wash, Rinse, Repeat
			Managing Expectations for Behavior Change
			Poor Instructional Match
			Poor Implementation of Interventions
		Systemic Problem-Solving
			Relationships with Administrators
			Systems Change Fatigue
			Keeping the Focus on Tier One
			Getting Past Defensiveness
			Focus on Alterable Factors
	The Closure Phase
	Post-Meeting
	Summary
	References
6. Planning and Facilitating Suspicion of Disability Meetings
	Planning
		Determine the Source of Referral
		Conduct an Initial Records Review
		Begin Formulating Specific Evaluation Questions
		Consider the Context of Communication
		Construct an Agenda
	The Warm-Up Phase
		Introductions
		Purpose
		Norms
		Roles
	The Action Phase
		Starting at the Beginning
		Dealing with Team Member Negativity
		Recognizing Group Members' Student Support Efforts
		Skepticism at the Possibility of a Disabling Condition
		Reviewing the Purpose of Special Education
		Discussing Variables Within the Home and Family Context
		Addressing Pre-conceived Notions about Special Education
		Explaining the Difference between IDEA and the DSM-5
		When a Student Has a Diagnosis, but There Is No Need for Special Education
		When Group Members Do Not Agree on Typical Developmental Expectations
		A Tension between Continued Intervention and Evaluation
		When Families Prefer a Private Evaluation
		Ensuring Strong Referral Questions
		Bringing Up Emotional Concerns
		Group Members Dictating Aspects of the Evaluation
		Ensuring Informed Consent and Clarifying Procedural Safeguards
		Setting Appropriate Expectations for Next Steps within the Group
	The Closure Phase
	Post-Meeting
	Summary
	References
7. Planning and Facilitating Eligibility/Feedback Meetings
	Can a Feedback Meeting Be Collaborative?
	Planning
		Consider the Context of Communication
		Proofread Materials
		Constructing an Agenda
	The Warm-Up Phase
		Introductions
		Purpose
	The Action Phase
		Reading your Evaluation Report
		Knowing What the Team Needs from You
		Feedback Should Be Unique
		Getting Everyone Involved
		Building Empathy and Compassion in Group Members
		Describing a Developmental Delay Eligibility
		Describing a Specific Learning Disability Eligibility
		Describing an Autism Eligibility
		Describing an Intellectual Disability Eligibility
		Describing an Emotional Disturbance or Emotional-Behavioral Disability Eligibility
		Differentiating between OHI and ED
		When a Participant Objects to Labels
		When There Is No Qualification
		When a Student No Longer Requires Specially Designed Instruction
		Embracing Diagnostic Uncertainty
		The Usefulness of an Accurate Label
		When Multiple Eligibility Categories Could Apply
		Discussing Feedback with Students
		When Group Members are Surprised by a Test Result
		During Emotional Feedback
		Addressing the New Normal
		When Group Members Struggle to Accept an Average Score
		Using Visuals
		When Parent and Teacher Information Are Discrepant
		Differentiating between Accommodations and Specially Designed Instruction
		Differentiating between IEPs and 504 Plans
		Explaining Specially Designed Instruction
		Responding to "Does He Need to Go to a Special Class?"
		When Team Members Make Armchair Diagnoses
		Requiring Precision with Interpreters
		Making Referrals for Private Providers
		On the Question of Medication
	The Closure Phase
	Post-Meeting
	Summary
	References
8. Planning and Facilitating Individual Education Plan Meetings
	Principled Negotiation
	Principled Negotiation and Collaborative Discussion
	Planning
		Consider the Context of Communication
		Constructing an Agenda
	The Warm-Up Phase
		Introductions
		Purpose and Norms
	The Action Phase
		Avoiding the Parent Section and the School Section
		The School Psychologists' Role in an IEP Meeting
		Know the Role of the District Representative
		Keep the Meeting Length Manageable
		Programming Should Reflect the Needs Identified in the Evaluation
		Remember That Not All Group Members Are in IEP Meetings Every Day
		Things to Never Say
		Don't Put Families on the Spot
		Describing the Importance of Fluency Goals
		Challenges Establishing Goals
		School-Based Versus Community-Based Counseling
		Discussing Least Restrictive Environment
		Navigating Discussions about Placement
		Removing an IEP
		Explaining Related Service Providers or Psychological Services
		Transition Planning
		Sometimes the Meeting Needs to Stop
	The Closure Phase
	Post-Meeting
	Summary
	References
9. Planning and Facilitating Manifestation Determination Meetings
	Fostering Collaboration in a Manifestation Determination Meeting
	Planning
		Consider the Context of Communication
		Establish an Understanding with Administrators Early in the School Year
		Coordinating with Parents
		Records Review
		Constructing an Agenda
	The Warm-Up Phase
		Introductions
		Purpose and Norms
	The Action Phase
		When Parents Are Upset about Discipline
		When Parents Feel Shame
		Describing Characteristics of the Student's Disability
		Be Ready for New Information
		When Administration Wants to Maintain a Disciplinary Action
		When Family Members Maintain the Presence of a Manifestation
		When Group Members Won't Offer an Opinion
		Direct and Substantial
		Impulsivity
		On the Topic of Drugs and Alcohol
		Failure to Implement the IEP
		When the Team Wants to Vote
	The Closure Phase
	Post-Meeting
	Summary
	References
Index