Meeting the Psychoeducational Needs of Deaf Immigrant and Refugee Children

This paper discusses issues concerning deaf children who are of immigrant or refugee background. Information pertinent to the general refugee and immigrant population, focusing on migration, adaptation and acculturation are examined, as well as a series of issues that need to be addressed in order to develop programs to meet the many educational and mental health challenges of deaf children. The paper concludes with implications for school psychology consultation.

American and Canadian Perceptions of the Acceptability of Conjoint Behavioural Consultation

Although the efficacy and acceptability of conjoint behaviour consultation (CBC) is well documented in the US, this method of intervention has not been widely studied in Canada. Thus, this study was designed to examine the perceptions of school psychologists and parents in Canada regarding the acceptability of CBC, as well as how consultant variables such as training and theoretical orientation impact upon these viewpoints. First, a survey was distributed to Canadian school psychologists and the results were compared to those of a previous study of American psychologists. Second, a similar questionnaire was completed by Canadian parents. Canadian psychologists rated CBC highly in regards to procedural acceptability and situational acceptability. Furthermore, CBC was rated as the preferred intervention for three common problem types: academic, behavioural and social-emotional. Direct service was rated as the second most-preferred method across problem types, followed by parent-only and teacher-only consultation. The perceptions of the Canadian psychologists were highly consistent with those of psychologists in the US. In both Canada and the US, the majority of respondents rated CBC as highly acceptable, and reported using a behavioural consultative framework. Parents likewise rated CBC as a highly acceptable intervention modality for their children. It is recommended that future research into the use of CBC in Canada, and in other countries, focus on clarifying the current practice of consultation and targeting areas for improvement, thus improving service delivery.

Improving Outcomes for Children With Developmental Disabilities Through Enhanced Communication and Collaboration Between School Psychologists and Physicians

A renewed call for enhanced communication and collaboration between school psychology and medicine is envisioned, in light of a transdisciplinary model, where school psychologists, family physicians, and other health professionals transcend disciplinary boundaries. Recommendations for optimal communication and collaboration are described, as well as challenges inherent in such an endeavor. School psychologist–physician collaboration has the potential to result in significant improvements in outcomes for families and children with developmental disabilities. A case illustration highlights the major points mirrored in the discussion, and conclusions are drawn regarding necessary components for meaningful change to occur.

Interprofessional Practice and Education in Health Care

Calls for increased collaborative practices in school psychology parallel similar advances in the realm of health care. This article overviews the concepts associated with collaborative practice in school psychology and in health care (e.g., interaction, teamwork, and collaboration) and discusses how the literature emerging from interprofessional practice (IPP) and interprofessional education (IPE; jointly termed as IPPE) initiatives in health care may be beneficial to school psychology in general, and training programs in particular.