Posters, Addresses, & Presentations from CYFS

Processes and Procedures for Maximizing Success in Conjoint Behavioral Consultation

Susan M. Sheridan et al. — Tue, 05 Jun 2007 14:40:11 PDT

Overview of Home-School Partnerships
“... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).

Is conjoint behavioral consultation partnership-centered: An exploratory analysis.

Susan M. Sheridan et al. — Tue, 05 Jun 2007 14:30:30 PDT

Family-Centered, Strengths-Based Perspective
Conjoint Behavioral Consultation
CBC as a Partnership-Centered Model
Methods
Theme Identification
Scale Development
Reliability Training
Analysis
Results
Plan Development
Partnership-Centered Rating and Practices
Partnership-Centered Practices: Missed Opportunities
Limitations and Future Directions

Multisystemic conjoint behavioral consultation: Training leaders in interdisciplinary collaboration.

B.L. Clarke et al. — Tue, 05 Jun 2007 14:21:56 PDT

- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995).

- Educational reform emphasizes that schools must begin to address how such mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998).

- An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003).

- The National Institute of Mental Health (NIMH), American Psychological Association (APA), and the National Association of School Psychologists (NASP) have developed specific training guidelines for intersystemic collaboration (Power, DuPaul, Shapiro, & Kazak, 2003).

- Recently, pediatric school psychology training has been recommended to promote interdisciplinary collaboration and communication (Power, DuPaul, Shapiro, & Kazak, 2003; Shaw, 2003).

- To address this need, a collaborative partnership between the School Psychology program at the University of Nebraska-Lincoln (UNL) and the Munroe Meyer Institute of the University of Nebraska Medical Center (UNMC) was developed to provide school psychology doctoral students with interdisciplinary leadership training.

- From this partnership, an interdisciplinary approach to working with children and families was developed called multisystemic conjoint behavioral consultation.

Pediatric School Psychology: Opportunities and Perspectives on Training and Practice

Susan M. Sheridan et al. — Tue, 05 Jun 2007 14:19:27 PDT

Expanded Model: Address Continuum of Need
Targeted Intervention
Process of School Reintegration
Indicated Level of Prevention
Universal Level of Prevention
Implications for School Psychologists
Interdisciplinary, Intersystemic Collaboration in Pediatric School Psychology
CBC in a Pediatric Context
School Psychology Leadership Specialization in Family-Centered Interdisciplinary Collaboration

Training in pediatric school psychology: A model for interdisciplinary collaboration

J.D. Burt et al. — Tue, 05 Jun 2007 09:02:14 PDT

- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995).

- Educational reform emphasizes that schools must begin to address how mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998).

- An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003).

- The National Institute of Mental Health (NIMH), American Psychological Association (APA), and the National Association of School Psychologists (NASP) have developed specific training guidelines for intersystemic collaboration (Power, DuPaul, Shapiro, & Kazak, 2003).

- Recently, pediatric school psychology training has been recommended to promote interdisciplinary collaboration and communication (Power, DuPaul et al., 2003; Shaw, 2003).

- To address this need, a collaborative partnership between the School Psychology Program at the University of Nebraska-Lincoln (UNL) and the Munroe Meyer Institute at the University of Nebraska Medical Center (UNMC) was developed to provide school psychology doctoral students with interdisciplinary leadership training.

- From this partnership, an interdisciplinary approach to working with children and families was developed through the application of CBC in a pediatric setting.

Roles and Functions: School Psychology Within a Pediatric Setting

Stephanie C. Olson et al. — Tue, 05 Jun 2007 08:57:51 PDT

Pediatric School Psychology

-&#;With an increasing number of children with chronic health conditions, the concept of pediatric care has expanded from a primarily medical emphasis to one that is more comprehensive and includes the disciplines of psychology and education (Perrin, 1999).

-&#;Children with developmental disabilities experience symptoms that affect their physical, academic, behavioral, developmental, and social functioning; therefore, collaboration among interdisciplinary professionals is essential.

-&#;Pediatric school psychology represents an “emergence of a subspecialty” within school psychology and includes the competencies of both school psychology and health psychology (Power, DuPaul, Shapiro, & Parrish, 1995).

-&#;Pediatric school psychologists serve as a liaison among families, educational professionals, and health care providers.

&#;&#;Training in pediatric school psychology has been recommended to promote interdisciplinary collaboration and communication among families, schools, and health care providers (Power, DuPaul, Shapiro, & Kazak, 2003; Shaw, 2003).

-&#;With expertise in learning and development as well as consultation and intervention, school psychologists are uniquely qualified to facilitate collaborative efforts across home, school, and medical settings (Shapiro & Manz, 2004).

Handouts for “Pediatric school psychology service delivery: Benefits and barriers”

Emily D. Warnes et al. — Tue, 05 Jun 2007 08:52:03 PDT

Handouts for “Pediatric school psychology service delivery: Benefits and barriers”

Conjoint Behavioral Consultation and Diversity: Research Findings and Directions

Susan M. Sheridan — Tue, 05 Jun 2007 08:49:43 PDT

Why Partner with Families?

-The research is unequivocal…

-When parents are actively engaged in their child’s development and learning, there are important benefits for children, families, and schools

-Parent-professional (home-school) partnerships are predictive of increased academic performance, socioemotional benefits, better work habits, more consistent school attendance, school completion, and greater connections between home and school

Generalization of Parent and Teacher Experiences in CBC: Where Are They Now?

Ashley M. Rohlk et al. — Tue, 05 Jun 2007 08:46:25 PDT

• Conjoint behavioral consultation (CBC) is a structured, indirect model wherein a consultant works with a parent and teacher together to promote collaborative, problem-solving partnerships across home and school settings (Sheridan, Kratochwill, & Bergan, 1996).

• Goals of CBC are to address child concerns shared by parents and teachers, enhance problem-solving skills of parents and teachers, and promote future home-school partnerships.

• CBC has been shown to be effective in addressing a range of behavioral, social, and academic concerns (Kratochwill, Elliott, & Busse, 1998; Sheridan, Eagle, Cowan, & Mickelson, 2001) across home and school settings, and parents and teachers report high levels of acceptability and satisfaction with CBC (Freer & Watson, 1999; Sheridan & Steck, 1995; Sheridan et al., 2004).

• To date, no research has explored parents and teachers self-reported generalization of problem-solving strategies, partnership practices, and attitudes toward home-school partnerships. In addition, there is a dearth of information on barriers that inhibit partnerships.

Pediatric School Psychology Service Delivery: Benefits and Barriers

Emily D. Warnes et al. — Tue, 05 Jun 2007 08:43:05 PDT

Children with Multifaceted Needs
Pediatric School Psychology
Roles of Pediatric School Psychologists
Training in Pediatric School Psychology
Pediatric School Psychology Training at the University Nebraska-Lincoln (UNL)
Previous Research Related to UNL’s Model of Pediatric School Psychology
Purpose and Research Questions
Measures
Procedures Return Rate

Conjoint Behavioral Consultation: The Effectiveness of a Partnership Orientation

Stanley A. Garbacz et al. — Tue, 05 Jun 2007 08:34:38 PDT

Families and Schools
Family-Centered Perspective
Partnership-Oriented Perspective
Conjoint Behavioral Consultation
Methods
Variables
Measures
Procedures
Analyses
Results
Discussion
Implications for Practice
Limitations and Future Directions

Conjoint Behavioral Consultation: An Ecological Model to Facilitate Home-School Partnerships

Susan M. Sheridan — Tue, 05 Jun 2007 08:27:02 PDT

Why Collaborate with Families?
Conjoint Behavioral Consultation
Conceptual Bases: Ecological-Behavioral Theory
CBC Outcome Goals
CBC Process Goals
Stages of Conjoint Behavioral Consultation
Problem/Needs Identification, Analysis
Plan Development
Treatment (Plan) Implementation

Achieving Behavior Change Goals and Strengthening Home-School Partnerships through Conjoint Behavioral Consultation: A Case Study

Richard J. Cowan et al. — Tue, 05 Jun 2007 08:21:55 PDT

Conjoint behavioral consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is an indirect, structured model of service-delivery whereby parents, teachers, and support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility (Sheridan & Kratochwill, 1992).

Conceptually and in practice, CBC is couched within the broader frameworks of home-school partnerships, collaborative problem-solving, ecological theory, and behavioral consultation. Through the CBC process, parents and teachers (i.e., consultees) work closely together with the guidance and support of the school psychologist to identify, analyze, and develop interventions for academic, social, and/or behavioral concerns across settings for an individual student. Additionally, the team collaboratively determines the efficacy of the intervention, and plans for generalization, maintenance, and/or termination.

CBC content/outcome goals include: (a) obtain comprehensive and functional data over time across settings; (b) establish consistent treatment programs across settings; (c) improve the skills, knowledge and behaviors of all parties; (d) monitor behavioral contrast and side effects during treatment implementation; (e) enhance generalization of maintenance of treatment effects across settings; and (f) develop skills and competencies to promote further independent conjoint problem solving (Sheridan, Kratochwill, & Bergan, 1996).

CBC process/relational goals include: (a) increase communication and knowledge about family; (b) improve relationship among the child, family and school personnel; (c) establish home-school partnership; (d) promote shared ownership for problem definition and solution; (e) increase parent and teacher commitments to educational goals; (f) recognize the need to address problems as occurring across rather than within settings; (g) promote greater conceptualization of a problem; and (h) increase the diversity of expertise and resources available (Sheridan, Kratochwill, & Bergan, 1996).

CBC has received much empirical support to date (see Sheridan, 1997 for a review; see Sheridan, Eagle, Cowan, & Mickelson, 2001 for a large scale outcome study); however, much of the data obtained through CBC has been in relation to elementary-aged children, with limited application of CBC to pre-school aged children. More research is needed to determine the application and efficacy of CBC for use with this population.

Family-School Partnerships: Creating Essential Connections for Student Success

Susan M. Sheridan — Tue, 05 Jun 2007 08:18:09 PDT

Why Family-School Partnerships??
“... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).

Culturally Sensitive Services Using CBC: A Case Illustration

Diane C. Marti et al. — Tue, 05 Jun 2007 08:14:49 PDT

Multicultural Contexts:
•The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. It has been estimated that by the year 2030, the number of Latino children, African American children, and children of other races will increase by 5.5, 2.6 and 1.5 million, respectively (Children’s Defense Fund, 1989).

•Diversity factors have been identified as “social boundaries” that challenge attempts to build collaborative relationships across home and school systems (Giles, 2002).

•Strong, positive relationships between the home and school systems have been shown to improve a child’s educational experience (Christenson & Sheridan, 2001), and this positive relationship is critical in addressing the needs of diverse families and children (Sheridan, 2000).

•School psychologists are in a unique position to take the lead in identifying effective methods for working with families of diverse cultural backgrounds to break down these boundaries, and to strengthen relationships among homes and schools.

Home/School/Community Collaboration: Connections for Kids

Susan M. Sheridan — Tue, 05 Jun 2007 08:05:22 PDT

“Community”
The Importance of Connections for Kids
Relationships & Engagement
Parent Engagement
Indicators of Parent Engagement
Beyond Parent Engagement: The Importance of Continuity
From an “Engaged Parent” to an “Engaged Partnership”
Defining Characteristics of Engaged Partnerships
Role of the School Psychologist

Culturally Sensitive Services Using CBC: A Case Illustration

Diane C. Marti et al. — Fri, 01 Jun 2007 15:33:49 PDT

•The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites.

•In addition, since the 1990-91 school year, the LEP population has grown approximately 105%, while the general school population has grown only 12%.

•Many ethnic minority students in English Language Learner (ELL) programs have difficulties achieving in the general education curriculum, and are considered at risk for academic failure (Barona & Garcia, 1990).

•Strong, positive relationships between the home and school systems have been shown to improve a child’s educational experience (Christenson & Sheridan, 2001), and this positive relationship is critical in addressing the needs of non-English speaking, diverse families (Sheridan, 2000).

•School psychologists are in a unique position to take the lead in identifying effective methods for working with families of diverse cultural backgrounds and to work effectively within systems to strengthen relationships among homes and schools. Additionally, identifying effective ways to utilize interpreters in the consultation process is important for families of ELL students.

Families and Schools in Partnership: Creating Connections for Student Success

Susan M. Sheridan — Fri, 01 Jun 2007 15:25:05 PDT

Why Family-School Partnerships?
What Do We Mean by “Partnership?”
Families and Schools as “Partners”
Characteristics of Effective Partnerships
Family-School Partnerships: Research Findings
General Research Findings
Research Findings Related to Outcomes
Family-School Partnerships: Theoretical Underpinnings
The Importance of Continuity
Conjoint Behavioral Consultation: A Definition
Conjoint Behavioral Consultation
Conceptual Bases: Ecological-Behavioral Theory
Stages of CBC Problem Solving
CBC Outcome Goals
Outcome Research in CBC
Child Participants
Analyses
Results
Research Conclusions: Problem Solving Outcomes of CBC
Relational/Process Goals in CBC
Process Research in CBC
Congruity Research
Research Conclusions: Process Variables in CBC

Family Interventions: Will What We Know Now Change What We Do in the Future?

Susan M. Sheridan — Fri, 01 Jun 2007 15:18:54 PDT

-There are intervention programs that are efficacious or promising.

-There is documented support for models that address various needs.

-Programs that bring families and schools together tend to fare better than those that work in isolation.

ANNUAL REPORT OF THE NEBRASKA CENTER FOR RESEARCH ON CHILDREN, YOUTH, FAMILIES AND SCHOOLS

Fri, 01 Jun 2007 15:15:38 PDT

HISTORY OF CYFS
CENTER SPOTLIGHT
RESEARCH METHODOLOGY SERIES
INNOVATIVE EDUCATION AND TECHNOLOGY
NATIONAL SPOTLIGHT
SIGNATURE SPEAKER
COLLABORATING RESEARCH FACULTY
INTERNATIONAL SPOTLIGHT
ZAMBIA WEEK AT UNL
SPOTLIGHT ON FUNDED GRANTS
EARLY CHILDHOOD FOCUS:
GETTING READY PROJECT
MOUNTAIN PRAIRIE UPGRADE
PARTNERSHIP – EARLY CHILDHOOD
SCHOOL-AGE CHILDREN FOCUS:
CBC IN THE EARLY GRADES
PARENTS AS TUTORS
PRE-SERVICE TEACHER FOCUS:
GEOSCIENCE EDUCATION
CAPACITY BUILDING AND GROWTH
INVESTING IN RESEARCH SUPPORT
INVESTING IN CAMPUS RESEARCHERS
EXTERNAL FUNDING
EXTERNAL GRANT AWARDS
FACULTY AFFILIATES OF THE CENTER
STUDENT AFFILIATES OF THE CENTER