Family/Partnership-centered Conjoint Behavioral Consultation: The Reconceptualization of a Model

• The importance of working meaningfully and constructively with families in promoting a child’s learning and adjustment is unequivocal. Home-school partnerships have been shown to relate to many positive outcomes for children, families, teachers, and schools. • Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is a structured, indirect model of service delivery whereby parents and teachers are joined to collaboratively address needs and concerns of a child with the assistance of a consultant. Goals of CBC encompass those focused on addressing child needs, and developing home-school partnerships. • CBC is procedurally operationalized via conjoint interviews (Problem Identification, Problem Analysis, and Treatment Evaluation) aimed at prioritizing shared concerns across home and school settings, evaluating factors contributing to the identified concern, developing an agreeable plan, and evaluating the child’s progress toward goals. • Traditional approaches to CBC emphasize a problem-solving orientation, aimed largely at addressing problems experienced by individual children

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

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

Conjoint Behavioral Consultation: The Effectiveness of a Partnership Orientation

Families and Schools Family-Centered Perspective Partnership-Oriented Perspective Conjoint Behavioral Consultation Methods Variables Measures Procedures Analyses Results Discussion Implications for Practice Limitations and Future Direction

Generalization of Parent and Teacher Experiences in CBC: Where Are They Now?

• Conjoint behavioral consultation (CBC) is a structured, indirect model wherein a consultant works with a parent and teacher together to promote collaborative, problem-solving partnerships across home and school settings (Sheridan, Kratochwill, & Bergan, 1996). • Goals of CBC are to address child concerns shared by parents and teachers, enhance problem-solving skills of parents and teachers, and promote future home-school partnerships. • CBC has been shown to be effective in addressing a range of behavioral, social, and academic concerns (Kratochwill, Elliott, & Busse, 1998; Sheridan, Eagle, Cowan, & Mickelson, 2001) across home and school settings, and parents and teachers report high levels of acceptability and satisfaction with CBC (Freer & Watson, 1999; Sheridan & Steck, 1995; Sheridan et al., 2004). • To date, no research has explored parents and teachers self-reported generalization of problem-solving strategies, partnership practices, and attitudes toward home-school partnerships. In addition, there is a dearth of information on barriers that inhibit partnerships

Family/Partnership-centered Conjoint Behavioral Consultation: The Reconceptualization of a Model

• The importance of working meaningfully and constructively with families in promoting a child’s learning and adjustment is unequivocal. Home-school partnerships have been shown to relate to many positive outcomes for children, families, teachers, and schools. • Conjoint Behavioral Consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is a structured, indirect model of service delivery whereby parents and teachers are joined to collaboratively address needs and concerns of a child with the assistance of a consultant. Goals of CBC encompass those focused on addressing child needs, and developing home-school partnerships. • CBC is procedurally operationalized via conjoint interviews (Problem Identification, Problem Analysis, and Treatment Evaluation) aimed at prioritizing shared concerns across home and school settings, evaluating factors contributing to the identified concern, developing an agreeable plan, and evaluating the child’s progress toward goals. • Traditional approaches to CBC emphasize a problem-solving orientation, aimed largely at addressing problems experienced by individual children

The Effectiveness of a Partnership-Centered Approach in Conjoint Behavioral Consultation

The purpose of this exploratory study was to investigate the extent to which a partnership orientation in conjoint behavioral consultation (CBC) may predict case outcomes and determine the relationship between a partnership orientation and implementation integrity of CBC. CBC is a problem-solving process by which families and teachers work collaboratively with a consultant to address students’ academic, behavioral, and social needs. Twenty children, their parents and teachers, and consultants were involved in CBC services. Outcomes included parent and teacher ratings of acceptability, satisfaction, perceptions of effectiveness, and child performance across home and school settings. Partnership orientation scores and process integrity data were collected across interviews for each case. Results suggest that both parents and teachers consistently find CBC to be an acceptable, effective, and satisfactory form of service delivery. Findings reveal that consultants can conduct CBC interview objectives effectively within a partnership orientation. A partnership orientation in CBC was significant in predicting teachers’ acceptability and satisfaction with the process; however, parents’ acceptability and satisfaction with the CBC process was not predicted by a partnership orientation

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