RURAL TEACHER PRACTICES AND PARTNERSHIPS TO ADDRESS BEHAVIORAL CHALLENGES: The Efficacy and Mechanisms of Conjoint Behavioral Consultation

Authors

Susan M. Sheridan Dr., University of Nebraska at LincolnFollow
Amanda Witte, University of Nebraska-LincolnFollow
Gina M. Kunz, University of Nebraska-LincolnFollow
Lorey A. Wheeler, University of Nebraska - LincolnFollow
Samantha R. Angell, University of Nebraska - Lincoln
Houston F. Lester, University of Nebraska - Lincoln

Document Type

Article

Date of this Version

7-24-2018

Citation

2018 by The University of Chicago.

Comments

the elementary school journal Volume 119, Number 1. Published online July 24, 2018

Abstract

The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers’ practices and process skills was evaluated. Participants were 152 teachers of gradesK–3 in 45Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers’ use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers’ self-report of appropriate behavioral strategies (b p .47, p ! .001), observations of their use of positive attention (bp.50, p ! .001) and positive consequences (bp.72, p ! .001), and competence in addressing problems (bp.95, p ! .001). Teachers’ appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed.