Date of this Version
The Elementary School jJournal
Volume 119, Number 1. Published online July 24, 2018
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.