Examining Conjoint Behavioral Consultation to Support Students in Middle School with Social, Emotional, and Behavior Concerns

Autor/inn/en	Garbacz, S. Andrew; Kaul, Megan; Zahn, Miranda; Godfrey, Eliza; Flack, Caleb
Titel	Examining Conjoint Behavioral Consultation to Support Students in Middle School with Social, Emotional, and Behavior Concerns
Quelle	In: New Directions for Child and Adolescent Development, (2022) 183-184, S.71-90 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1520-3247
DOI	10.1002/cad.20481
Schlagwörter	Middle School Students; Emotional Disturbances; Behavior Problems; Problem Solving; Parent Attitudes; Pilot Projects; Interpersonal Competence; Comparative Analysis; Intervention; Teacher Attitudes; Student Attitudes; Parent Teacher Cooperation; Behavior Change; Consultation Programs; Outcomes of Treatment; Family School Relationship + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Gefühlsstörung; Problemlösen; Elternverhalten; Pilot project; Modellversuch; Pilotprojekt; Interpersonale Kompetenz; Lehrerverhalten; Schülerverhalten; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Fachberatung
Abstract	The purpose of this study was to conduct a small-scale pilot study of Conjoint Behavioral Consultation (CBC), modified for middle school students with social, emotional, and behavioral concerns. Participants were 30 middle school students with social, emotional, and behavioral concerns, along with their parents and teachers. Participants were randomized to a CBC or school-as-usual control condition. Outcome measures included (a) teacher-report of student academic enablers and social, emotional, and behavioral competencies; (b) parent-, teacher-, and student report of target behavior outcomes; (c) parent- and teacher-report of the parent-teacher relationship; and (d) parent- and teacher-report competence in problem-solving. In addition, parents, teachers, and students reported their perceptions of the intervention. Findings suggested greater improvements in the intervention condition relative to the school-as-usual condition on teacher-report of student interpersonal skills, teacher-report of the parent-teacher relationship, and parent-report of competence in problem-solving. In addition, parents, teachers, and students reported improvements in the target behavior outcomes during the consultation and each stakeholder rated the intervention favorably. Limitations, future research directions, and implications for family-school interventions in middle school are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01