The Efficacy and Mechanisms of Conjoint Behavioral Consultation

Authors

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

Document Type

Article

Date of this Version

2018

Citation

The Elementary School jJournal

Volume 119, Number 1. Published online July 24, 2018

Comments

2018 by The University of Chicago. All rights reserved.

Abstract

The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers’ prac- tices and process skills was evaluated. Participants were 152 teachers of grades K–3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treat- ment 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 behav- ioral 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 (b p .50, p ! .001) and positive consequences (b p .72, p ! .001), and competence in addressing problems (b p .95, p ! .001). Teachers’ appropriate strategy use was me- diated by their use of problem-solving processes. Impli- cations for rural settings are discussed.