A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship

Susan M Sheridan, James A Bovaird, Todd A. Glover, S. Andrew Garbacz, Amanda Witte, Kyongboon Kwon

Research output: Contribution to journalReview article

107 Citations (Scopus)

Abstract

The present study is a large-scale randomized trial testing the efficacy of a family-school partnership model (i.e., conjoint behavioral consultation) for promoting behavioral competence and decreasing problem behaviors of students identified by their teachers as disruptive. The focus of this study is on student behavioral outcomes and the potential role of parent-teacher relationships as a mediating variable. Two hundred seven students, from 82 classrooms, and their families and teachers participated. Results indicated that, relative to the control group, students in the conjoint behavioral consultation condition demonstrated greater increases in adaptive behaviors and social skills over the 8-week intervention period. Compared to teachers in the control group, those in the experimental conjoint behavioral consultation condition demonstrated significantly greater change in their reported relationships with parents. Furthermore, improvements in teacher-reported relationships with parents mediated the effects of conjoint behavioral consultation on positive changes in children's behaviors. Interpretation and implications of these findings are discussed.

Original languageEnglish (US)
Pages (from-to)23-46
Number of pages24
JournalSchool Psychology Review
Volume41
Issue number1
StatePublished - Mar 1 2012

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parent-teacher relationship
Referral and Consultation
Students
teacher
parents
student
Parents
Control Groups
Psychological Adaptation
Child Behavior
Mental Competency
Group
classroom
interpretation
school

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. / Sheridan, Susan M; Bovaird, James A; Glover, Todd A.; Andrew Garbacz, S.; Witte, Amanda; Kwon, Kyongboon.

In: School Psychology Review, Vol. 41, No. 1, 01.03.2012, p. 23-46.

Research output: Contribution to journalReview article

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