Building Strong Family–School Partnerships: Transitioning from Basic Findings to Possible Practices

Susan M. Sheridan, Lorey A. Wheeler

Research output: Contribution to journalReview articlepeer-review

14 Scopus citations


In the present article, we describe the translational process undergirding a particular aspect of family science: families working in partnership with schools to achieve mutual goals for children's optimal functioning. In doing so, we illustrate a translational cycle that began with identifying problems of practice and led to the development of a family–school intervention (i.e., conjoint behavioral consultation) in a way that embraced families as partners in goal-setting and problem-solving. We discuss the evolution of the intervention from development to efficacy trials and practice guidelines. Key decision points borne out of practical relevance, empirical investigations, tests of mechanisms and conditions, and efforts pertaining to implementation and dissemination are illustrated. Finally, we highlight key research needed to advance the translation of the science related to conjoint behavioral consultation into widespread practice.

Original languageEnglish (US)
Pages (from-to)670-683
Number of pages14
JournalFamily Relations
Issue number4
StatePublished - Oct 2017


  • Academic behaviors
  • conjoint behavioral consultation
  • family–school partnerships
  • problem behaviors
  • translational science

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Social Sciences (miscellaneous)


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