Perceptions of helpfulness in conjoint behavioral consultation: Congruence and agreement between teachers and parents.

Abstract

Conjoint behavioral consultation (CBC) can be considered a help-giving model, wherein consultants work with parents and teachers in an effort to develop constructive partnerships aimed at addressing needs of students for whom both parties share responsibility. The development of strong relationships among systems in a child's life is related to positive outcomes for children, and congruence among systems is one relationship variable that has received previous research attention. This study examined the degree to which parent and teacher perceptions of the helpfulness of the CBC consultant are congruent, and its relationship with various case outcomes. Correlational analyses suggest that parents' and teachers' perspectives of the helpfulness of the consultant are not necessarily related to each other, and as differences increase, perceptions of outcomes decrease for both parties. Research implications, limitations, and future directions are offered.Consultation research has evolved over several years to encompass evaluations of outcomes, processes, and social validity (Sheridan, Welch, & Orme, 1996).

The Effects of Conjoint Behavioral Consultation in Early Childhood Settings

“…Consistent with best practices in single-subject design, clear operationalization of target concerns, parent and teacher training in data collection, graphing of results, and debriefing were used to maximize reliability of the behavioral data (Galloway & Sheridan, 1994;Sheridan, Erchul et al, 2004). Parents and teachers contributed in the design of the observational systems used in their respective setting, recorded their observations on standard record forms, and reported on feasibility and challenges associated with data collection.…”

The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

“…For example; While Colton and Sheridan (1998) addressed compliance with guidelines and anger behaviors, Galloway and Sheridan (1994) included academic behaviors such as completion of math-related work papers and correctness of procedures. There are also research on how the CBC process helps consultees, such as teachers and parents, to overcome student-related problems (Sheridan et al, 2004).…”

Size and consistency of problem-solving consultation outcomes: An empirical analysis

“…Single-case consultation outcome studies traditionally relied upon the "no assumptions" approach described by Busk and Serlin (1992) to calculate effect sizes (e.g., Beavers et al, 2004;, 1999Kratochwill et al, 1995;Lepage et al, 2004;Reddy, Barboza-Whitehead, Files, & Rubel, 2000;Schill, Kratochwill, & Elliott, 1998;Sheridan et al, 2001Sheridan et al, , 2004. In that approach, no assumptions regarding the distribution shape or homogeneity of variance are made.…”

“…Several consultation outcome studies invoked an effect size of +1.0 and greater as indicative of a large positive student outcome, based on Smith and Glass's (1977) contention that it is similar to a z-score and roughly equivalent to one standard deviation above the baseline mean Schill et al, 1998;Sheridan et al, 2001Sheridan et al, , 2004. Other studies, however, evaluated results against Cohen's (1988Cohen's ( , 1992 index of 0.2, 0.5, and 0.8 as small, medium, and large effect sizes, respectively (Beavers et al, 2004;Lepage et al, 2004;Reddy et al, 2000;Sheridan et al, 2001).…”