Directed Consultation and Supported Professionalism: Promoting Adaptive Evidence-Based Practices in Rural Schools. (September 2018)

• Record Type: Journal Article
• Authors: Farmer, Thomas W.; Hamm, Jill V.; Lee, David L.; Sterrett, Brittany I.; Rizzo, Karen; Hoffman, Abigail S.
• Is Part Of: Rural special education quarterly. Volume 37:Number 3(2018)
• Page Start: 164
• Page End: 175
• Publication Date: 2018-09
• Subjects: rural professional development -- evidence-based practices -- research-practitioner partnerships -- supported professionalism; People with disabilities -- Education -- United States -- Periodicals; People with disabilities -- Education; United States; Éducation spéciale; Handicapé; Milieu rural; États-Unis; Electronic journals; Periodicals; Périodique électronique (Descripteur de forme); Ressource Internet (Descripteur de forme); 371.90973
• DOI: 10.1177/8756870518781307
• Languages: English
• ISSNs: 8756-8705

Abstract

Although there have been several advances in the development of evidence-based practices (EBPs) to support students with disabilities, many rural schools struggle to use EBPs. Rural schools may experience challenges that constrain their potential to provide support for the implementation of EBPs. Furthermore, there may be a mismatch between EBPs and the circumstances, resources, and needs of many rural schools. Directed consultation is an intervention support framework designed to adapt the use of EBPs by using local data and stakeholders' insights to align strategies to the unique features and needs of rural schools, teachers, and students. This article considers the use of directed consultation to support the individualization and intensification of intervention for students with disabilities in rural schools. The establishment of rural research-practitioner partnerships is also discussed with the goal of developing a broad range of directed consultation content and delivery approaches.