What Do We Mean When We Say Collaboration ?

In the first of what certainly will be many thoughtful and provocative articles to appear in this column, Witt (1990) questioned the validity of the broadly accepted mandate that our consultative interactions be collaborative” (p. 367). He continued with anecdotes illustrating ineffective teaching practices and deficient teacher skills which mitigated against the desirability of a true collaborative approach. The title of the article articulates Witt’s stated purpose: Collaboration in School-Based Consultation: Myth in Need of Data. My purpose in this article is not to argue for or against Witt’s position. Rather, I suggest that we go beyond this argument and consider a more meaningful framework to describe the manner in which these processes interact dynamically and reciprocally to promote our shared goals of educating and socializing youth. Likewise, I discuss potential implications of failing to acknowledge key aspects of collaboration within the practice of consultation

Parent Training in Interactive Book Reading: An Investigation of Its Effects with Families at Risk

This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. Study strengths and limitations, implications for school psychological practice, and future research questions are addressed

Parent Training in Interactive Book Reading: An Investigation of Its Effects with Families at Risk

This study investigated the efficacy of a parent training intervention on increasing the duration, frequency and quality of interactive book reading between six parents and their children. Dependent measures included self-reports of frequency and duration of parent-child interactive reading, coding of transcripts for reading quality, children’s pre-post PPVT-R performance, consumer satisfaction questionnaires, and assessment of treatment integrity. During treatment, five of six subjects improved in reading regularity and duration. Likewise, all subjects demonstrated improvements in the quality of interactive book reading with their children. Children’s PPVT-R performance also increased upon post-testing. Consumer satisfaction and treatment integrity were favorable. Study strengths and limitations, implications for school psychological practice, and future research questions are addressed

Building Strong Family–School Partnerships: Transitioning from Basic Findings to Possible Practices

In the present article, we describe the translational process undergirding a particular aspect of family science: families working in partnership with schools to achieve mutual goals for children’s optimal functioning. In doing so, we illustrate a translational cycle that began with identifying problems of practice and led to the development of a family–school intervention (i.e., conjoint behavioral consultation) in a way that embraced families as partners in goal-setting and problem-solving. We discuss the evolution of the intervention from development to efficacy trials and practice guidelines. Key decision points borne out of practical relevance, empirical investigations, tests of mechanisms and conditions, and efforts pertaining to implementation and dissemination are illustrated. Finally, we highlight key research needed to advance the translation of the science related to conjoint behavioral consultation into widespread practice

Using the Mystery Motivator to Improve Child Bedtime Compliance

Child bedtime problems are commonly reported by parents. A number of behavioral techniques, including extinction of tantrum behaviors, reinforcement of compliant bedtime, and implementation of consistent bedtime routines have been successful in improving bedtime compliance. The present study examined the effects of the Mystery Motivator (MM), a behavioral contract designed to remediate bedtime problems by delivering random reinforcement. Emphasis was placed on the optimal use of clinical intervention by enlisting parents as primary change agents in the home setting. Three adults and their four children, aged 3-5 years, participated. Three of the four children showed substantial changes in both time out of bed and bedtime noncompliance between baseline and treatment phases. A fourth child showed less improvement. Parent participants demonstrated understanding of the materials and successfully implemented the home program. Both parent and child participants rated the Mystery Motivator reinforcement system as an acceptable intervention

Appreciating and Promoting Resilience in Families

Families comprise the primary context for a child’s development. As the composition of the family system continues to change, the adult caregivers’ role has become increasingly important in fostering healthy developmental trajectories for their children. Family relationships and interaction styles are central to developing competence and promoting adaptive educational, social, emotional, and behavioral functioning. Families give children an informal education (Turnbull et al., 2015), which is a prerequisite to successful experiences in the classroom (Adams & Christenson, 2000). Whereas the school environment sets up developmental tasks for students, the family serves as an important resource for the acquisition of these developmental tasks (Stevenson & Baker, 1987). Parents are providers of linguistic and social capital by presenting their child with learning experiences from early childhood through adult years. Such experiences consist of (a) exposing a child to ideas and activities that promote the acquisition of knowledge; (b) assisting in the socialization of gender, cultural, and peer roles; (c) establishing standards, expectations, and rules; and (d) delivering rewards and praise (Clark, 1988). Parents also play an important role in the development of children’s behavioral, social, and academic skills. Inevitably, all families face various forms of stress and adversity over the course of their life. These situations challenge the family’s ability to optimally support the development of child and adult family members. The purpose of this chapter is to articulate the concept of family resilience and its importance in helping families ensure healthy development and adaptation. Following a brief discussion of realities facing families in contemporary society, the notion of family resilience will be defined and couched in ecological theory. The characteristics of resilient families will be reviewed, and approaches for building family strength and resilience will be presented

Parent Engagement during Home Visits in Early Head Start and Head Start: Useful Strategies for Practitioners

This study explores strategies used by early childhood professionals (ECPs) involved in a school readiness intervention to support parent engagement in young children’s learning. In this study, we used video recordings to understand the ECP-parent interactions during Early Head Start and Head Start home visits. We coded the videos for the number of parent engagement strategies that were used by ECPs as well as the quality of parent engagement during visits, including the amount of parent-child interaction that took place during the visits. Findings have implications for the implementation of the Head Start Parent, Family and Community Engagement (PFCE) Framework, and the professional development of early childhood professionals

An exploratory randomised controlled trial comparing telephone and hospital follow-up after treatment for colorectal cancer

Aim:  Following treatment for colorectal cancer it is common practice for patients to attend hospital clinics at regular intervals for routine monitoring, although debate persists on the benefits of this approach. Nurse-led telephone follow-up is effective in meeting information and psycho-social needs in other patient groups. We explored the potential benefits of nurse-led telephone follow-up for colorectal cancer patients. Method:  Sixty-five patients were randomised to either telephone or hospital follow-up in an exploratory randomised trial. Results:  The telephone intervention was deliverable in clinical practice and acceptable to patients and health professionals. Seventy-five percent of eligible patients agreed to randomization. High levels of satisfaction were evident in both study groups. Appointments in the hospital group were shorter (median 14.0 minutes) than appointments in the telephone group (median 28.9 minutes). Patients in the telephone arm were more likely to raise concerns during consultations. Conclusion:  Historical approaches to follow-up unsupported by evidence of effectiveness and efficiency are not sustainable. Telephone follow-up by specialist nurses may be a feasible option. A main trial comparing hospital and telephone follow-up is justified although consideration needs to be given to trial design and practical issues related to the availability of specialist nurses at study locations

A Contextual Approach to Social Skills Assessment in the Peer Group: Who Is the Best Judge?

Using a contextual approach to social skills assessment in the peer group, this study examined the criterion- related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children’s social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children’s social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment