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

Sheridan, Susan M.; Clarke, Brandy L.; Ransom, Kelly A.

doi:10.4324/9780203133170.ch9

Cited by 3 publications

(3 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These findings complement and extend findings from Garbacz et al (2022), describing attitudes toward CBC from parents, teachers, and students who had not yet participated in the intervention and provide support to the theoretical mechanisms behind CBC: Specifically that improvements in behavior for children are related to improvements in the parent-teacher relationship and increased capacity for data-based decision making and evidence-based practices (Sheridan, Clarke, & Ransom, 2014).…”

Section: Qualitative Resultssupporting

confidence: 72%

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Jordan,

Garbacz

2023

School Psychology

View full text Add to dashboard Cite

Section: Qualitative Resultssupporting

confidence: 72%

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Jordan,

Garbacz

2023

School Psychology

View full text Add to dashboard Cite

“…Parent integrity findings from this study are especially interesting when parent demographic characteristics are compared with those of parents in previous research employing home‐school collaboration. Many studies in this area have primarily included nonminority parents from middle class or upper‐middle class backgrounds (see Sheridan, Clarke, & Ransom, , for a review), and the current study is one of very few that involved low SES, minority parents. Therefore, this study provides additional support for including minority parents of low socio‐economic status (SES) as interventionists in the context of home‐school collaboration.…”

Section: Discussionmentioning

confidence: 99%

Parent‐implemented reading interventions within a response to intervention framework

Zhou

Dufrene

Mercer

et al. 2019

Psychology in the Schools

View full text Add to dashboard Cite

This study tested the effects of parent‐implemented reading interventions on four elementary students’ reading fluency. Student participants had been receiving a Tier 2 reading intervention, but they were not responding favorably to the Tier 2 intervention. A consultant conducted brief experimental analyses of reading interventions and identified a Tier 3 intervention for each student. Then, the consultant trained the students’ mothers to implement the interventions at home. The interventions were tested via a multiple baseline design across students. During the intervention phase, the consultant monitored parents’ treatment integrity and assessed students’ oral reading fluency for novel, grade‐level progress monitoring passages. Visual analysis indicates that all four students demonstrated increases in oral reading fluency for instructional passages and novel progress monitoring passages after intervention implementation. In addition, single‐case design effect sizes indicate strong effects for instructional passages for all four students, moderate effects for novel progress monitoring passages for two students, and strong effects for novel progress monitoring passages for two students. Finally, parents implemented interventions with moderate to high integrity, and parents rated the interventions as acceptable. Results are discussed in terms of implications for research and practice as they relate to parent‐implemented interventions within a response to intervention framework.

show abstract

“…A large database of single-case design studies and methodologically rigorous group experimental studies has demonstrated strong effects for the impact of behavioral or problem-solving consultation on teacher practices and student behavior and social skills (e.g., Sheridan et al, 2012; Sheridan, Clarke, & Ransom, 2014; Sheridan, Welch, & Orme, 1996). For example, Sheridan et al (1996), in reviewing consultation research from 1985 to 1995, found that among the 25 behavioral consultation studies reviewed, 95% reported at least one positive consultee and/or student outcome.…”

Section: Data-driven Instructional Coachingmentioning

confidence: 99%

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

Glover

Reddy

Kurz

et al. 2018

Assessment for Effective Intervention

View full text Add to dashboard Cite

This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.

show abstract

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

Cited by 3 publications

References 69 publications

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Examining treatment integrity in conjoint behavioral consultation in middle schools: A mixed methods study.

Parent‐implemented reading interventions within a response to intervention framework

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

Contact Info

Product

Resources

About