The Effects of Conjoint Behavioral Consultation in Early Childhood Settings

Sheridan, Susan M.; Clarke, Brandy L.; Knoche, Lisa L.; Edwards, Carolyn Pope

doi:10.1207/s15566935eed1704_5

Cited by 54 publications

(38 citation statements)

References 56 publications

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“…Previous research has demonstrated that children who participate in CBC show decreased levels of externalizing behaviors (arguing, temper tantrums, noncompliance) and increased levels of positive social and adaptive behaviors in the home and school settings Sheridan et al, 2013). 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).…”

Section: Overview Of Conjoint Behavioral Consultationmentioning

confidence: 99%

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

Sheridan

Witte

Holmes

et al. 2017

Journal of School Psychology

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ChaoRong, "The efficacy of conjoint behavioral consultation in the home setting: Outcomes and mechanisms in rural communities" (2017 AbstractThis study reports the results of a randomized controlled trial examining the effect of Conjoint Behavioral Consultation (CBC), a family-school partnership intervention, on children's behaviors, parents' skills, and parent-teacher relationships in rural community and town settings. Participants were 267 children, 267 parents, and 152 teachers in 45 Midwestern schools. Using an Intent to Treat approach and data analyzed within a multilevel modeling framework, CBC yielded promising results for some but not all outcomes. Specifically, children participating in CBC experienced decreases in daily reports of aggressiveness, noncompliance, and temper tantrums; and increases in parent-reported adaptive skills and social skills at a significantly greater pace than those in a control group. Other outcomes (e.g., parent reports of internalizing and externalizing behaviors) suggested a nonsignificant effect at post-test. CBC parents reported using more effective parenting strategies, gaining more competence in their problem-solving practices, and feeling more efficacious for helping their child succeed in school than parents in the control group. Parents participating in CBC also reported significant improvements in the parent-teacher relationship, and the parent-teacher relationship mediated the effect of CBC on children's adaptive skills. Implications for practice in rural communities, study limitations, and directions for future research are discussed.

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Section: Overview Of Conjoint Behavioral Consultationmentioning

confidence: 99%

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

Sheridan

Witte

Holmes

et al. 2017

Journal of School Psychology

Self Cite

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“…Single-case research using experimental multiple baseline designs supports its efficacy for children with social-emotional (Colton & Sheridan, 1998;Sheridan et al, 1990), behavioral (Owens, Murphy, Richerson, Girio, & Himawan, 2008), academic (Weiner et al, 1998), and behavioral health (Lasecki, Olympia, Clark, Jenson, & Heathfield, 2008) concerns. Positive outcomes have been demonstrated for children and families from various cultural and ethnic groups (Sheridan, Eagle, & Doll, 2006), across medical settings ) and conditions (e.g., autism; Ray, Skinner, & Watson, 1999), and across developmental periods (e.g., Kratochwill, Elliott, Loitz, Sladeczek, & Carlson, 2003;Sheridan, Clarke, Knoche, & Edwards, 2006).…”

Section: Empirical Support For Conjoint Behavioral Consultationmentioning

confidence: 99%

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Sheridan

Ryoo

Garbacz

et al. 2013

Journal of School Psychology

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115

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The present study is a large-scale randomized trial testing the effects of a family-school partnership model (i.e., Conjoint Behavioral Consultation, CBC) for promoting behavioral competence and decreasing problem behaviors of children identified by their teachers as disruptive. CBC is a structured approach to problem solving that involves consultants, parents, and teachers. The effects of CBC on family variables that are commonly associated with important outcomes among school-aged children (i.e., family involvement and parent competence in problem solving), as well as child outcomes at home, were evaluated. Participants were 207 children with disruptive behaviors from 91 classrooms in 21 schools in kindergarten through grade 3 and their parents and teachers. Results indicated that there were significantly different increases in home-school communication and parent competence in problem solving for participants in the CBC relative to control group. Likewise, compared to children in the control group, children in the CBC group showed significantly greater decreases in arguing, defiance, noncompliance, and tantrums. The degree of family risk moderated parents' competence in problem solving and children's total problem behaviors, teasing, and tantrums.

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“…ex., un travailleur social, un psychoéducateur ou un psychologue) agit comme agent de liaison entre eux en vue d'établir une vision commune de la situation de l'élève, des interventions à mettre en place et de la façon d'identifier les progrès de l'élève. Pour y parvenir, ils accomplissent tous ensemble une démarche de résolution de problème vis-à-vis de la situation de l'enfant (identifier et analyser le problème, trouver des solutions et en choisir une, l'appliquer et évaluer ses effets et sa mise en oeuvre) (Sheridan et al, 2006). Ce soutien est d'autant plus pertinent que certains enseignants s'estiment peu ou mal informés sur les manifestations du TDAH et sur les stratégies à privilégier (Arcia, Frank, Sanchez-LaCay et Fernandez, 2000;Kos, Richdale et Hay, 2006) et se sentent peu confiants pour gérer le stress causé par l'élève ou ses parents (Greene, Beszterczey, Katzenstein, Park et Goring, 2002).…”

Section: Discussionunclassified

“…les parents sont plus engagés obtiennent de meilleurs résultats scolaires, ont une attitude plus positive envers l'école, ont de meilleures habiletés d'autorégulation et manifestent moins de problèmes de discipline (Alexander, Entwisle et Kabbani, 2001;Christenson et Cleary, 1990;Englund, Luckner, Whaley et Egeland, 2004;Epstein, 1995;Esler, Godber et Christenson, 2002;Robinson et Fine, 1994;Sheridan, Clarke et Knoche, 2006;Sui-Chu et Willms, 1996). Les parents engagés et les enseignants qui favorisent l'implication scolaire parentale en tirent aussi des bénéfices personnels, comme une satisfaction accrue de travailler ensemble (Christenson et Cleary, 1990;Epstein, 1995;Esler et al, 2002;Robinson et Fine, 1994).…”

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Le rôle de la collaboration famille-école dans la réussite scolaire d’enfants ayant un trouble de déficit de l’attention/hyperactivité

Letarte

Nadeau

Lessard

et al. 2011

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La gestion éducative des manifestations associées au trouble de déficit de l’attention avec hyperactivité (TDA/H) est un défi pour les parents et l’enseignant de l’enfant qui en est atteint. Ainsi, une concertation MEQ-MSSS (2003) valorise l’implication parentale à l’école pour favoriser la réussite scolaire de ces élèves. Les études actuelles nous informent surtout des bénéfices de l’implication scolaire parentale dans la population générale. La présente étude décrit la collaboration famille-école entourant les enfants du primaire ayant un TDA/H, puis analyse ses effets sur le rendement scolaire, en écartant l’effet des variables suivantes le revenu familial, la scolarité des parents, le potentiel intellectuel de l’enfant ainsi que son sous-type diagnostique (hyperactif-impulsif, inattentif ou mixte). Les résultats montrent que la collaboration est associée au rendement scolaire, et ce encore plus fortement pour les enfants ayant un profil hyperactif-impulsif.Managing children’s behaviours associated with attention-deficit/hyperactivity disorder (ADHD) is challenging for parents and teachers. The MEQ-MSSS plan of action (2003) support parental involvement at school in order to promote school success in children with ADHD. However, the current literature provides information on the advantages of parental involvement for the general population. This study describes some aspects of home-school partnership (HSP) for elementary school-age children with ADHD in addition to its effect on school achievement while controlling the family’s income, parental education as well as the child’s IQ and ADHD subtype (hyperactive/impulsive, inattentive, mixed). Results show that HSP is associated with school achievement, particularly for predominantly hyperactive/impulsive children

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The Effects of Conjoint Behavioral Consultation in Early Childhood Settings

Cited by 54 publications

References 56 publications

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

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

The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial

Le rôle de la collaboration famille-école dans la réussite scolaire d’enfants ayant un trouble de déficit de l’attention/hyperactivité

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