An Exploratory Evaluation of Conjoint Behavioral Consultation to Promote Collaboration among Family, School, and Pediatric Systems: A Role for Pediatric School Psychologists

Authors

Susan M. Sheridan Dr., University of Nebraska at LincolnFollow
Emily D. Warnes, Pediatric Associates of Iowa City and Coralville, Iowa City, IA
Kathryn E. Woods, University of Nebraska–Lincoln
Carrie A. Blevins, University of Nebraska–Lincoln
Katie L. Magee, University of Nebraska–Lincoln
Cynthia Ellis, University of Nebraska Medical Center, Omaha NEFollow

Document Type

Article

Date of this Version

2009

Citation

Published in Journal of Educational and Psychological Consultation 19 (2009), pp. 106–129

Comments

Copyright © 2009 Taylor & Francis Group, LLC. Used by permission.

Abstract

Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials.