A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher–parent relationship

Abstract

The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher-parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher-parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher-parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed.

The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities

“…All other interviews were conducted in small groups with one teacher, parents of 2-3 children in their classroom, and a consultant. Source: Sheridan et al (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship.…”

“…Furthermore, parents who participate in the CBC process have reported more bi-directional communication with teachers and more positive, high quality relationships with their child's teacher (Sheridan, Clarke, Knoche, & Edwards, 2006;Sheridan et al, 2013). Importantly, the parent-teacher relationship has been found to be partially responsible as a mechanism of change that drives student success in urban settings (Kim, Sheridan, Kwon, & Koziol, 2013;Sheridan et al, 2012).…”

“…At a more targeted, idiosyncratic level, however, it appears that specific negative behaviors in the classroom (off-task, excessive movement; Sheridan et al, 2017) and home (aggressiveness, tantrums, noncompliance) environments assessed on a daily basis may be somewhat sensitive to CBC's effects. It could be that the BASC-2 Externalizing, Internalizing and Behavioral Symptoms composite scores are not responsive to nuanced results associated with the specific behaviors assessed by the PDR on a repeated basis.…”

Influence over school discipline policy: Variation across levels of governance, school contexts, and time

“…Since parent associations appear to have more influence in schools serving higher proportions of minority students, they may be able to advocate for reductions in the presence of exclusionary practices and the institution of more restorative approaches in schools serving greater percentages of these student groups. Indeed, recent work outlining a framework for reducing disparities in school discipline include family connections and input on policy as one component for successful disciplinary reform, a suggestion that is supported by research on the involvement of family in resolving disciplinary infractions (Gregory, Skiba, & Mediratta, 2017;Sheridan et al, 2012).…”

The Past, Present, and Future of Conjoint Behavioral Consultation Research

“…To date, little research has been conducted exploring the pathways (i.e., mediators) by which these goals are achieved. (One notable exception is Sheridan et al [2012a], who identified the teacher-parent relationship as partially responsible for mediating the effects of CBC on social outcomes for students with behavioral concerns.) Figure 9.1 is presented as a theoretical model specifying the primary independent and dependent variables, potential mediators and moderators, and their hypothesized relationships within the CBC intervention.…”