Examining Long-Term Intervention Effects to Promote Teacher Problem-Solving and Communication Skills in the Rural Context

Katherine C. Cheng, Amanda L. Witte, Lorey A. Wheeler, Susan M. Sheridan, Matthew J. Gormley, Donna Chen, Samantha R.A. Eastberg

Research output: Contribution to journalArticlepeer-review

Abstract

Conjoint behavioral consultation (CBC), a teacher–parent partnership intervention, has been shown to yield immediate improvements in problem-solving skills and communication quality with parents for kindergarten through third grade teachers in rural schools. The purpose of the present study was to determine whether CBC can yield maintained effects on teacher skills and communication over a 1-year follow-up period. We used an experimental design to examine maintenance effects of CBC (nCBC = 84, nControl = 68). Outcomes were assessed four times: baseline, 12-week posttest (immediate effects), and twice during a 1-year follow-up period (maintenance effects). Longitudinal growth modeling revealed that immediate improvements in perceived problem-solving competence and communication quality with parents for teachers in the CBC condition compared to teachers in the control condition were maintained 1-year postintervention. CBC appears to support teachers’ professional practices over time. Implications for enhancing families’ and schools’ capacities to address student behavior concerns are discussed.

Original languageEnglish (US)
Pages (from-to)378-387
Number of pages10
JournalSchool Psychology
Volume37
Issue number5
DOIs
StatePublished - Aug 4 2022

Keywords

  • At-risk schools/students
  • Problem-solving
  • Rural teacher education
  • Teacher communication quality
  • Teacher–parent collaboration

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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