Dr William P. Erchul

Picture of Dr William P. Erchul

Emeritus Professor

Biography

Biographical Sketch

Dr. William P. Erchul is a Professor Emeritus of Psychology at NC State University and a former Director of the department's APA-accredited/NASP-approved school psychology training program (a position he held for 20 years). He received his BA in Psychology and Communication Arts from the College of Letters and Science Honors Program at the University of Wisconsin-Madison, and his PhD in Educational Psychology with a specialization in School Psychology from the University of Texas at Austin. He has worked for the Human Interaction Research Institute in Los Angeles and has been a consultant to school systems, public agencies, and private businesses. Dr. Erchul is a Fellow of the American Psychological Association and the American Academy of School Psychology, a recipient of APA's Lightner Witmer Award (given in recognition of early career research contributions to the field of School Psychology), a recipient of the North Carolina School Psychology Association's Excellence in Staff Development Award, an elected member of the Society for the Study of School Psychology, and has been recognized at the college level as an outstanding faculty researcher at NC State. He has been President of the American Academy of School Psychology; President of the Society for the Study of School Psychology; President of the North Carolina Inter-University Council on School Psychology; Vice-President of Publications, Communications, and Convention Affairs of APA’s Division of School Psychology; and Executive Producer of The Conversation Series for the Division of School Psychology. Dr. Erchul is a licensed health service provider psychologist and is board certified in school psychology by the American Board of Professional Psychology, from which he received a distinguished service award in 2011. His primary research program centers on interpersonal processes and outcomes associated with psychological consultation and instructional coaching, and he has focused on issues of relational communication, social influence, and technology in much of this research. Dr. Erchul has been described as being “at the forefront of research on school consultation and coaching over the past 25 years” (Schultz, Arora, & Mautone, 2015). He has produced over 100 journal articles, book chapters, and other scholarly works as well as three books, each with multiple editions. Dr. Erchul has been associate editor of the APA journal School Psychology Quarterly and guest editor of special issues of the School Psychology Review and the Journal of Educational and Psychological Consultation. He also has served on the editorial review boards of nine scholarly journals.

Dr. Erchul left NC State University in June 2014 to become a Research Professor in the T. Denny Sanford School of Social and Family Dynamics at Arizona State University. In June 2016, he was appointed Professor and Director of the School Psychology Program in the Graduate School of Education at the University of California, Riverside.

Professional Credentials

  • Licensed Psychologist, State of North Carolina
  • Certified Health Service Provider Psychologist (HSP-P), State of North Carolina
  • Board Certified in School Psychology, American Board of Professional Psychology (ABPP)

 

 

Teaching and Research Interests

Research Interests

Broadly defined, Dr. Erchul's major research interest is psychological consultation. Consultation within school psychology typically involves the delivery of psychoeducational services to child and adolescent clients through a staff member such as a classroom teacher. For example, a school psychologist may consult with a teacher about solving problems that involve a student or group of students. The successful practice of psychological consultation in schools has clear implications for preventing academic failure, promoting mental health, and providing a support system to staff members. Consultation is integral to contemporary methods of service delivery in schools, such as those found in problem-solving teams and response to intervention.

Dr. Erchul primarily has examined interpersonal dynamics and participant outcomes associated with the practice of behavioral consultation, conjoint behavioral consultation, mental health consultation, and prereferral intervention teams in schools. One strand of this research has involved the coding of audiotapes and transcripts of dyadic and small group interviews in order to link verbal process/interaction measures to various outcome measures. Another strand has used a survey methodology to study the interpersonal dynamics of school consultation with respect to social influence as revealed through social power bases/influence strategies. This approach allows a glimpse into how one participant may influence another participant during consultation, such as how a teacher’s implementation fidelity of an intervention may be maintained or strengthened. A third, more recent line of research has studied the use of technology (e.g., videoconferencing, telepresence robotics) within school-based consultation.

Publications

Selected Publications in past 10 years

  • Fischer, A. J., Bloomfield, B. S., Clark, R. R., McClelland, A. L., Thompson, M. C., & Erchul, W. P. (2018). Increasing student compliance with teacher instructions using telepresence robot problem-solving teleconsultation. International Journal of School & Educational Psychology. Published online 8-28-18 DOI: 10.1080/21683603.2018.1470948
  • Owens, J. S., Allan, D., Hustus, C., & Erchul, W. P. (2018). Examining correlates of teacher receptivity to social influence strategies within a school consultation relationship. Psychology in the Schools. Published online 7-17-18 DOI: 10.1002/pits.22163
  • Fischer, A. J., Erchul, W. P., & Schultz, B. K. (2018). Teleconsultation as the new frontier of educational and psychological consultation: Introduction to the special issue. Journal of Educational and Psychological Consultation. Published online 1-24-18 DOI: 10.1080/10474412.2018.1425880
  • Erchul, W. P., Fischer, A. J., Collier-Meek, M. A., Bloomfield, B. (2018). Highlighting the utility of the Consultation Analysis Record for consultation research and training. Journal of Educational and Psychological Consultation. Published online 1-8-18 DOI: 10.1080/10474412.2017.1418366
  • Schultz, B. K., Zoder-Martell, K. A., Fischer, A. J., Collier-Meek, M. A., Erchul, W. P., & Schoemann, A. M. (2017). When is teleconsultation acceptable to school psychologists? Journal of Educational and Psychological Consultation. Published online 12-11-17 DOI: 10.1080/10474412.2017.1385397
  • Fischer, A. J., Collier-Meek, M. A., Bloomfield, B., Erchul, W. P., & Gresham, F. M. (2017). A comparison of problem identification interviews conducted face-to-face and via videoconferencing using the Consultation Analysis Record. Journal of School Psychology, 63, 63-76. Published online 4-7-17; print version August 2017 DOI: 10.1016/j.jsp.2017.03.009
  • Owens, J. S., Schwartz, M. E., Erchul, W. P., Himawan, L., Coles, E. K., Evans, S. W., & Schulte, A. C. (2017). Teacher perceptions of school consultants’ social influence: Replication and expansion. Journal of Educational and Psychological Consultation, 27(4), 411-436. Published online 2-3-17 DOI: 10.1080/10474412.2016.1275649
  • Fischer, A. J., Schultz, B. K., Collier-Meek, M. A., Zoder-Martell, K. A., & Erchul, W. P. (2016). A critical review of videoconferencing software to support school consultation. International Journal of School & Educational Psychology, 1-11. Published online 11-8-16 DOI: 10.1080/21683603.2016.1240129
  • Erchul, W. P. (2015). Put me in, coach: Observations on selected studies implementing supportive interventions to teachers. School Mental Health, 7, 74-79.
  • Erchul, W. P., & H. L. Young. (2014). Best practices in school consultation. In A. Thomas & P. L. Harrison (Eds.), Best practices in school psychology-6 (pp. 449-460). Bethesda, MD: National Association of School Psychologists.
  • Shajith, B. I., & Erchul, W. P. (2014). Bringing parents to school: The effect of invitations from school, teacher, and child on parental involvement in middle schools. International Journal of School & Educational Psychology, 2, 11-23.
  • Erchul, W. P., & Sheridan, S. M. (Eds.). (2014). Handbook of research in school consultation (2nd ed.)New York: Routledge/Taylor & Francis Group. http://www.routledge.com/u/routledge/HBofResearchinSchoolConsultation/
  • Erchul, W. P., Grissom, P. F., Getty, K. C., & Bennett, M. S. (2014). Researching interpersonal influence within school consultation: Social power base and relational communication perspectives. In W. P Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation (2nd ed.; pp. 349-385)  New York: Routledge/Taylor & Francis Group.
  • Erchul, W. P. (2013). Treatment integrity enhancement conceptualized as an exercise in social
    influence. Journal of Educational and Psychological Consultation, 23, 300-306.
  • Bennett, M. S., Erchul, W. P., Young, H. L., & Bartel, C. M. (2012). Exploring relational communication patterns in prereferral intervention teams. Journal of Educational and Psychological Consultation, 22, 187-207.
  • Erchul, W. P. (2011). School consultation and response to intervention: A tale of two literatures. Journal of Educational and Psychological Consultation, 21, 191-208.
  • Easton, J. E., & Erchul, W. P. (2011). Teacher acceptability of treatment plan implementation monitoring and feedback methods. Journal of Educational and Psychological Consultation, 21, 56-77.
  • Erchul, W. P. (2011). Consulting with school staff. In A. S. Davis (Ed.), Handbook of pediatric neuropsychology (pp. 1111-1119). New York: Springer.
  • Erchul, W. P., & Martens, B. K. (2010). School consultation: Conceptual and empirical bases of practice (3rd ed.). New York: Springer.
  • Erchul, W. P. (2009). Gerald Caplan: A tribute to the originator of mental health consultation. Journal of Educational and Psychological Consultation, 19, 95-105.
  • Erchul, W. P., & Schulte, A. C. (2009). Behavioral consultation. In A. Akin-Little, S. G. Little, M. Bray, & T. Kehle (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 13-25). Washington, DC: American Psychological Association.
  • Erchul, W. P., DuPaul, G. J., Bennett, M. S., Grissom, P. F., Jitendra, A. K., Tresco, K. E., Volpe, R. J., Vile Junod, R. E., Flammer-Rivera, L. M., & Mannella, M. C. (2009). A follow-up study of relational processes and consultation outcomes for students with Attention Deficit Hyperactivity Disorder. School Psychology Review, 38, 28-37.
  • Getty, K. C., & Erchul, W. P. (2009). The influence of gender on the likelihood of using soft social power strategies in school consultation. Psychology in the Schools, 46, 447-458.

Presentations

See curriculum vitae

Education

  • PhD in Educational Psychology, School Psychology from University of Texas at Austin, 1984
  • BA (Honors Program) in Psychology, Communication Arts from University of Wisconsin-Madison, 1979