University of California, Riverside

Faculty Profile System

William P. Erchul

William P. Erchul

Professor and Director of School Psychology Program

Graduate School of Education
2223 Sproul Hall
(951) 827-6025

Research Areas

  • My major research interest is psychoeducational consultation (referred to sometimes as instructional coaching). Consultation in schools typically involves delivering targeted services to children and adolescents through staff members as the direct change agents. For example, a school psychologist could consult with a teacher about a student or group of students, with the teacher then helping the student(s) directly with the psychologist's assistance. The successful practice of 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 multi-tiered systems of support.
  • I have examined interpersonal dynamics and participant outcomes associated with several recognized models of consultation. One research theme recognizes that, "what is said in consultation is important," and thus involves coding audio recordings and transcripts of dyadic and small group interviews to link verbal interaction measures to various outcome measures. A second research theme involves studying interpersonal dynamics of consultation with respect to social influence, thereby allowing a glimpse into how a consultant persuades a teacher (or vice versa). For instance, through his/her words and actions, a consultant may influence a teacher to implement an intervention with a high degree of fidelity and thereby improve educational outcomes for children. 
  • A third, emerging theme involves the use of technology to deliver consultation services. A key focus thus far has been to see how comparable consultation sessions conducted through videoconferencing are to those conducted in an in-person, face-to- face manner. Given frequent travel and time constraints, this research theme has a clear practical value.


  • BA University of Wisconsin-Madison, Madison, WI, 1979
    UW Honors Program graduate with majors in Psychology and Communication Arts

  • PhD University of Texas at Austin, Austin, TX, 1984
    Educational Psychology major with a specialization in School Psychology


      William P. Erchul, PhD, ABPP, is a Professor in the Graduate School of Education at the University of California, Riverside, and the Director of its PhD program in School Psychology. He has previously served as Professor of Psychology at North Carolina State University and Research Professor at Arizona State University. He 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 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 while at NCSU. 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. 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 scholarly works, has been associate editor of the School Psychology Quarterly, and has served on the editorial review boards of nine scholarly journals.


Selected Publications


  • Erchul, W. P. (Ed.). (1993). Consultation in community, school, and organizational practice: Gerald Caplan's contributions to professional psychology. Washington, DC: Taylor & Francis.
  • Erchul, W. P., & Martens, B. K. (2010). School consultation: Conceptual and empirical bases of practice (3rd ed.). New York, NY: Springer.
  • Erchul, W. P., & Sheridan, S. M. (Eds.). (2014). Handbook of research in school consultation (2nd ed.). New York, NY: Taylor & Francis Group/Routledge.
  • Erchul, W. P. (Ed.). (1993/2015). Consultation in community, school, and organizational practice: Gerald Caplan's contributions to professional psychology. New York, NY: Routledge. (Re-published paperbound version of 1993 first edition)


  • Erchul, W. P. (1987). A relational communication analysis of control in school consultation. Professional School Psychology, 2, 113-124.
  • Erchul, W. P., Smith Scott, S., Dombalis, A. O., & Schulte, A. C. (1989). Characteristics and perceptions of beginning doctoral students in school psychology. Professional School Psychology, 4, 103-111.
  • Erchul, W. P., & Chewning, T. G. (1990). Behavioral consultation from a request- centered relational communication perspective. School Psychology Quarterly, 5, 1-20.
  • Erchul, W. P., Hughes, J. N., Meyers, J., Hickman, J. A., & Braden, J. P. (1992). Dyadic agreement concerning the consultation process and its relationship to outcome. Journal of Educational and Psychological Consultation, 3, 119-132. 
  • Caplan, G., Caplan, R. B., & Erchul, W. P. (1994). Caplanian mental health consultation: Historical background and current status. Consulting Psychology Journal: Practice and Research, 46(4), 2-12.
  • Erchul, W. P., & Raven, B. H. (1997). Social power in school consultation: A contemporary view of French and Raven's bases of power model. Journal of School Psychology, 35, 137- 171.
  • Erchul, W. P., Sheridan, S. M., Ryan, D. A., Grissom, P. F., Killough, C. E., Mettler, D. W. (1999). Patterns of relational communication in conjoint behavioral consultation. School Psychology Quarterly, 14, 121-147.
  • Erchul, W. P., Raven, B. H., & Whichard, S. M. (2001). School psychologist and teacher perceptions of social power bases in school consultation. Journal of School Psychology, 39, 483-497.
  • Erchul, W. P., Raven, B. H., & Wilson, K. E. (2004). The relationship between gender of consultant and social power perceptions within school consultation. School Psychology Review, 33, 582-590.
  • Erchul, W. P., DuPaul, G. J., Grissom, P. F., Vile Junod, R., Jitendra, A. K., Mannella, M., Tresco, K., Flammer, L., & Volpe, R. J. (2007). Relationships among relational communication processes and consultation outcomes for students with ADHD. School Psychology Review, 36, 111-129.
  • Erchul, W. P. (2009). Gerald Caplan (1917–2008) [obituary]. American Psychologist, 64, 563.
  • 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.
  • Erchul, W. P. (2011). School consultation and response to intervention: A tale of two literatures. Journal of Educational and Psychological Consultation, 21, 191-208.
  • Erchul, W. P. (2013). Treatment integrity enhancement conceptualized as an exercise in social influence. Journal of Educational and Psychological Consultation, 23, 300-306.
  • Erchul, W. P. (2015). Put me in, coach: Observations on selected studies implementing supportive interventions to teachers. School Mental Health, 7, 74-79. DOI: 10.1007/s12310-015- 9144-1
  • 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
  • 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., 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
  • Schultz, B. K., Zoder-Martell, K. A., Fischer, A. J., Collier-Meek, M. A., Erchul, W. P., & Schoemann, A. M. (in press). When is teleconsultation acceptable to school psychologists? Journal of Educational and Psychological Consultation. 


  • Erchul, W. P. (1992). Social psychological perspectives on the school psychologist's involvement with parents. In F. J. Medway & T. P. Cafferty (Eds.), Schoolpsychology: A social psychological perspective (pp. 425-448). Hillsdale, NJ: Erlbaum.
  • Erchul, W. P. (1993/2015). Reflections on mental health consultation: An interview with Gerald Caplan. In W. P. Erchul (Ed.), Consultation in community, school, and organizational practice: Gerald Caplan's contributions to professional psychology (pp.57-72). Washington, DC: Taylor & Francis.
  • Erchul, W. P. (2008). Foreword. In Theory and cases in school-based consultation: A resource for school psychologists, school counselors, special educators, and other mental health professionals (pp. ix – xi) by L. Crothers, T. Hughes, & K. Morine. New York, NY: Routledge.
  • 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., & Sheridan, S. M. (2014). Overview: The state of scientific research in school consultation. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation (2nd ed.; pp. 3-17). New York, NY: Routledge.
  • 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, NY: Routledge.
  • Sheridan, S. M., & Erchul, W. P. (2014). Final comments on school consultation research. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation (2nd ed.; pp. 525-531). New York, NY: Routledge.
  • Erchul, W. P., & Young, H. L. (2014). Best practices in school consultation. In A. Thomas & P. L. Harrison (Eds.), Best practices in school psychology-6: Data-based and collaborative decision making (pp. 449-460). Bethesda, MD: National Association of School Psychologists.
  • Erchul, W. P., & Ward, C. S. (2016). Problem-solving consultation. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (2 nd ed.; pp. 73-86). New York, NY: Springer. DOI: 10.1007/978-1- 4899-7568- 3_6
  • Erchul, W. P., Schulte, A. C., Johnson, A. H., & Geraghty, C. A. (in press). Adults as change agents. Chapter to appear in S. G. Little & A. Akin-Little (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.). Washington DC: American Psychological Association.
  • Erchul, W. P., & Fischer, A. J. (in press). Consultation. In S. L. Grapin & J. H. Kranzler (Eds.), School psychology: Professional issues and practices. New York, NY: Springer.

More Information 

General Campus Information

University of California, Riverside
900 University Ave.
Riverside, CA 92521
Tel: (951) 827-1012

Department Information

Graduate School of Education
1207 Sproul Hall

Tel: (951) 827-5234
Fax: (951) 827-3942


Last Modified: 11/15/17