TY - JOUR
T1 - A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools
T2 - Student outcomes and the mediating role of the teacher–parent relationship
AU - Sheridan, Susan M.
AU - Witte, Amanda L.
AU - Holmes, Shannon R.
AU - Coutts, Michael J.
AU - Dent, Amy L.
AU - Kunz, Gina M.
AU - Wu, Chao Rong
N1 - Publisher Copyright:
© 2016 Society for the Study of School Psychology
PY - 2017/4/1
Y1 - 2017/4/1
N2 - The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher–parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher–parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher–parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed.
AB - The results of a large-scale randomized controlled trial of Conjoint Behavioral Consultation (CBC) on student outcomes and teacher–parent relationships in rural schools are presented. CBC is an indirect service delivery model that addresses concerns shared by teachers and parents about students. In the present study, the intervention was aimed at promoting positive school-related social-behavioral skills and strengthening teacher–parent relationships in rural schools. Participants were 267 students in grades K-3, their parents, and 152 teachers in 45 Midwest rural schools. Results revealed that, on average, improvement among students whose parents and teachers experienced CBC significantly outpaced that of control students in their teacher-reported school problems and observational measures of their inappropriate (off-task and motor activity) and appropriate (on-task and social interactions) classroom behavior. In addition, teacher responses indicated significantly different rates of improvement in their relationship with parents in favor of the CBC group. Finally, the teacher–parent relationship was found to partially mediate effects of CBC on several student outcomes. Unique contributions of this study, implications of findings for rural students, study limitations and suggestions for future research are discussed.
KW - Conjoint Behavioral Consultation
KW - Disruptive behaviors
KW - Family-school partnerships
KW - Learning-related behaviors
KW - Randomized controlled trial
KW - Rural education
UR - http://www.scopus.com/inward/record.url?scp=85009343053&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85009343053&partnerID=8YFLogxK
U2 - 10.1016/j.jsp.2016.12.002
DO - 10.1016/j.jsp.2016.12.002
M3 - Article
C2 - 28259243
AN - SCOPUS:85009343053
VL - 61
SP - 33
EP - 53
JO - Journal of School Psychology
JF - Journal of School Psychology
SN - 0022-4405
ER -