Consultation and Training
Irwin Psychological Services partners with school districts and private agencies to offer consultation services at the individual, classroom, and system level. In-service training to support teachers and staff development is also delivered based on specific needs.
Consultation Services
Dr. Gray has experience consulting with teachers and staff in public schools, special education private schools, and agencies. She has a background in working with students with low-incidence disabilities, such as autism spectrum disorder and intellectual disabilities, and students with behavioral concerns.
Her approach to consultation is client-centered, goal-oriented, and collaborative. She believes that every member of the consultation team brings their own expertise to the table that should be heard and appreciated.
Benefit & Approach
Consultation can increase the use of evidence-based services in schools. While consultations typically focus on a specific student or classroom with a specific need, they equip teachers with reusable skills that can be later applied to new situations.
Consultation may be useful when “go to” interventions have been ineffective, progress toward IEP goals or skill development is minimal, multiple factors may be contributing to the concern, the “antecedent” or “trigger” of a behavior is difficult to identify, and/or there is a gap in teacher or staff skills.
The consultation process is collaborative and heavily influenced by the nature of the concerns and needs of those involved. However, consultations typically include an initial meeting with the consultation team, review of relevant records and historical data, observation(s) of the student or classroom, production of a consultation report, a feedback meeting with the consultation team.
While some consultation cases end following a feedback meeting, other cases may benefit from ongoing support to monitor the implementation of interventions.
Training
In-service training to support teachers and staff development is also delivered based on specific needs, including how to support emotional and behavioral concerns in schools, best practices in educating special education students, and trauma-informed teaching.