Conceptual and empirical bases of conjoint behavioral consultation

Susan M. Sheridan

doi:10.1037/h0088954

Conceptual and empirical bases of conjoint behavioral consultation

Susan M. Sheridan

Research output: Contribution to journal › Article

38 Scopus citations

Abstract

This article describes "conjoint behavioral consultation," a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological-systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.

Original language	English (US)
Pages (from-to)	119-133
Number of pages	15
Journal	School Psychology Quarterly
Volume	12
Issue number	2
DOIs	https://doi.org/10.1037/h0088954
State	Published - 1997

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

Access to Document

10.1037/h0088954

Fingerprint Dive into the research topics of 'Conceptual and empirical bases of conjoint behavioral consultation'. Together they form a unique fingerprint.

Cite this

Sheridan, S. M. (1997). Conceptual and empirical bases of conjoint behavioral consultation. School Psychology Quarterly, 12(2), 119-133. https://doi.org/10.1037/h0088954

@article{69a55c9c0f55420fa4d5226359293396,

title = "Conceptual and empirical bases of conjoint behavioral consultation",

abstract = "This article describes {"}conjoint behavioral consultation,{"} a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological-systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.",

author = "Sheridan, {Susan M.}",

year = "1997",

doi = "10.1037/h0088954",

language = "English (US)",

volume = "12",

pages = "119--133",

journal = "School Psychology",

issn = "2578-4218",

publisher = "American Psychological Association Inc.",

number = "2",

}

TY - JOUR

T1 - Conceptual and empirical bases of conjoint behavioral consultation

AU - Sheridan, Susan M.

PY - 1997

Y1 - 1997

N2 - This article describes "conjoint behavioral consultation," a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological-systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.

AB - This article describes "conjoint behavioral consultation," a model of service delivery that addresses the shared responsibility among school personnel, families, and other important systems in educational problem solving. The conceptual background (incorporating ecological-systems and behavioral theories) and important features of the model are reviewed briefly. Findings from a number of empirical studies, including outcome studies, case studies, process research, and acceptability research, are reviewed. Directions for future research are also explored.

UR - http://www.scopus.com/inward/record.url?scp=0031525971&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0031525971&partnerID=8YFLogxK

U2 - 10.1037/h0088954

DO - 10.1037/h0088954

M3 - Article

AN - SCOPUS:0031525971

VL - 12

SP - 119

EP - 133

JO - School Psychology

JF - School Psychology

SN - 2578-4218

IS - 2

ER -