The influence of the family context and intervention implementation integrity on child behavior during conjoint behavioral consultation

The purpose of the study was to determine the role of family context variables (i.e., parenting stress and positive parenting practices) as possible moderators and mediators of the relationship between conjoint behavioral consultation (CBC) and change in child problem behavior in the home setting. Another aim of the study was to evaluate the mediator roles of two dimensions of intervention implementation integrity (i.e., adherence to interventions and full engagement in the plan implementation phase) on parenting stress and change in child problem behavior for families involved in CBC. Participants were 203 parents, 81 teachers (81 classrooms), and 203 children who took part in a larger experimental study. Measures included rating scales of parenting stress and parenting practices, home intervention implementation integrity self-reports and permanent products, and parent reports of child problem behavior at home. The presence of moderators and mediators in three models were tested for and teacher effects were accounted for using multilevel path analyses. Results indicated CBC was effective at reducing child problem behavior at home. Additionally, when parent\u27s reported high levels of parenting stress, they reported little increase in their use of positive parenting practices and less engagement in the CBC plan implementation phase. Furthermore, a parent\u27s full engagement was affected by their child’s classroom/teacher. Lastly, as parents reported more adherence to interventions, they reported greater reductions in child problem behaviors at home than when less adherence was reported. Implications for practice and future research directions will be discussed

Intervention Implementation Integrity within Conjoint Behavioral Consultation: Strategies for Working with Families

Mental health services in school systems can take many forms. Behavioral consultation is one efficacious and commonly used form of indirect service delivery. Indirect service delivery models are unique in that an intermediate person, the consultee, provides treatment directly to a client. The effectiveness of the intervention depends in large part on the degree to which the consultee implements the intervention as designed. Families of children at-risk for school failure may experience challenges implementing an intervention developed through a consultation model. Some researchers have noted that the implementation of treatment plans is influenced by “events in the real world” including stress and limited economic and social resources (Cordray and Pion, in: R. R. Bootzin & P. E. McKnight (eds.) Strengthening research methodology: Psychological measurement and evaluation, 2006); Watson et al. (in: Levensky and O’Donohue (eds.) Promoting treatment adherence: A practical handbook for health care providers, 2006). The purpose of this paper is to present descriptive findings from a large-scale consultation study that introduced unique strategies to promote intervention implementation integrity for children experiencing behavioral difficulties. Participants were separated into two groups, a general, mainstream group and a diverse, at-risk group (i.e., par-ticipants who were of low-income status, racially diverse, linguistically diverse, living in a single parent home, or who had less than a high school diploma). Consultants used general strategies (e.g., training and education) for maximizing intervention implementation integrity with all families and additional support strategies (e.g., regular contacts and additional home visits) with families at-risk. Reports via self-report and permanent product measures indicated families in both groups adhered to intervention plans with high integrity when participating in CBC. These strategies were illustrated in a case study format

Group-Based Conjoint Behavioral Consultation: Responsive Support for Students’ Needs

To present skills and methods for making consultation -Efficient and responsive to time constraints -Streamlined-manualized -Effective To present skills that will help consultants meet -Relationship building goals -Content goals of each consultation phas

Pediatric School Psychology Service Delivery: Benefits and Barriers

Children with Multifaceted Needs Pediatric School Psychology Roles of Pediatric School Psychologists Training in Pediatric School Psychology Pediatric School Psychology Training at the University Nebraska-Lincoln (UNL) Previous Research Related to UNL’s Model of Pediatric School Psychology Purpose and Research Questions Measures Procedures Return Rat

A Pilot Study of the Feasibility and Efficacy of the Strategies to Enhance Positive Parenting (STEPP) Program for Single Mothers of Children With ADHD

Objective: The Strategies to Enhance Positive Parenting (STEPP) program was developed to address putative factors related to poor engagement in and outcomes following traditional behavioral parent training (BPT) for single mothers of children diagnosed with ADHD. Method: Twelve single mothers of children with ADHD were enrolled in an initial investigation of the feasibility and preliminary efficacy of the 9-week STEPP program. Results: Results indicated that the STEPP program was effective in reducing problematic child behavior and improving parental stress and psychopathology at posttreatment. The STEPP program resulted in high rates of treatment attendance and completion and consumer satisfaction with the program. However, results also indicated that the STEPP program did not improve childrens’ overall psychosocial impairment and resulted in small effect size findings across measures. Conclusion: The results of the pilot study are encouraging but indicate a need to improve the potency and delivery of certain aspects of the STEPP program