@article{e403ddb8ee554738971e2021c7a257f1,
title = "The effects of conjoint behavioral consultation in early childhood settings",
abstract = "Conjoint behavioral consultation (CBC) is an ecological model of service delivery that brings together parents and educators to collaboratively address shared concerns for a child. This study provides exploratory data investigating the effects of CBC on home and school concerns for 48 children aged 6 and younger. Single-subject methods were used to evaluate the effects of CBC on individual children. Effect sizes across cases yielded large median effect sizes (0.97 at home and 1.06 at school). Results of paired sample t tests suggested significant improvements in parents' perceptions of communication with their child's teacher and in the overall parent-teacher relationship. In addition, parents and teachers reported high levels of acceptability of CBC and satisfaction with the consultant. Implications and limitations of the study and future research needs are presented.",
author = "Sheridan, {Susan M.} and Clarke, {Brandy L.} and Knoche, {Lisa L.} and Edwards, {Carolyn Pope}",
note = "Funding Information: 1This study was part of a larger project based on several federal grants for personnel preparation awarded to Susan M. Sheridan, and a research grant awarded to Susan M. Sheridan and Carolyn Pope Edwards. Personnel preparation grants were funded by the U.S. Department of Education, Office of Special Education Programs, and involved mastery-level training of school psychology graduate students in CBC service delivery. The sample included herein was a subset of the entire sample and included only children aged 6 and younger. In addition, a research study funded jointly by the National Institute of Child Health and Human Development; the Office of Special Education Programs; and the Administration for Children, Youth, and Families involved CBC as one component of a larger comprehensive intervention aimed at engaging parents in practices to enhance school readiness among their children. Funding Information: The study presented herein was supported by grants provided by the U.S. Department of Education, Office of Special Education Programs, and the National Institute of Child Health and Human Development, Office of Special Education Programs, Administration for Children, Youth and Families. The opinions expressed herein belong to us and do not represent those of the funding agency. We would like to extend gratitude to the several children, families, teachers, and consultants who participated in the project over the course of several years. Carolyn Edwards acknowledges the support of the University of Nebraska Institute for Agricultural and Natural Resources, Journal Series 15109.",
year = "2006",
doi = "10.1207/s15566935eed1704_5",
language = "English (US)",
volume = "17",
pages = "593--617",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Taylor and Francis Ltd.",
number = "4",
}