CBC in Rural Schools: Preliminary Results of a Randomized Trial. CYFS Working Paper 2013-1

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Autor/inn/en	Sheridan, Susan M.; Holmes, Shannon R.; Coutts, Michael J.; Smith, Tyler E.; Kunz, Gina M.; Witte, Amanda L.
Institution	University of Nebraska-Lincoln, Nebraska Center for Research on Children, Youth, Families and Schools (CYFS)
Titel	CBC in Rural Schools: Preliminary Results of a Randomized Trial. CYFS Working Paper 2013-1
Quelle	(2013), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Rural Schools; Behavior Modification; Parent Teacher Cooperation; Behavior Problems; Student Behavior; At Risk Students; Behavior Disorders; Program Effectiveness; Family School Relationship; Primary Education; Elementary School Teachers; Preschool Teachers; Parents; Elementary School Students; Kindergarten; Young Children; Consultation Programs; Semi Structured Interviews; Pretests Posttests; Statistical Analysis + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Behaviour modification; Verhaltensänderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Student behaviour; Schülerverhalten; Primarbereich; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Eltern; Frühe Kindheit; Fachberatung; Statistische Analyse
Abstract	Children who exhibit disruptive behavior often do so across multiple settings (e.g., home and school) and are vulnerable to many negative outcomes, including low achievement scores and academic grades, high school dropout, and increased school suspensions. Family-school partnership interventions, which are grounded in ecological theory, are highly correlated with many positive outcomes for students, families, and teachers. Experimental studies with families as collaborators have been found to improve students' behavioral functioning and decrease disruptive behaviors. There is a lack of empirical research on family-school connections in rural settings, hindering the ability to understand the impact of family-school partnerships on rural schools, families, and students. Rural parents interact with their children and teachers regarding school less often than parents in other geographic areas. Conjoint behavioral consultation (CBC) may address barriers and create meaningful partnerships between rural parents and teachers. CBC is a structured indirect form of support in which teachers and parents work together to promote adaptive behaviors and decrease disruptive behaviors. The following questions were researched for this report: (1) What are the preliminary effects of CBC in rural communities on behavioral and social-emotional outcomes of students with or at risk of developing behavioral disorders?; and (2) What are the preliminary effects of CBC in rural communities on parent and teacher practices, relationships, engagement, and beliefs about family-school partnerships? Ninety kindergarten through 3rd grade students and their parents (n = 90) and teachers (n = 54) from 20 schools in Midwestern rural areas participated in this research. Participating students were identified by teachers as having disruptive behavior concerns. Within each CBC-assigned classroom, a consultant met with a teacher and parents of 1 to 3 students for CBC meetings via a 4-stage process operationalized by semi-structured conjoint interviews. Results suggest promising effects of CBC for teachers, parents, and students in rural settings. [The paper was presented originally by the authors at the 2013 annual meeting of the National Association of School Psychologists.] (ERIC).
Anmerkungen	Nebraska Center for Research on Children, Youth, Families and Schools. University of Nebraska-Lincoln, 216 Mabel Lee Hall, Lincoln, NE 68588. Tel: 402-472-2448; Fax: 402-472-2298; Web site: http://www.cyfs.unl.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01