Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students with Externalizing Behavior Problems

SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com

Y

15

Student Behavior; Behavior Problems; Middle School Students; Parent Teacher Cooperation; Competence; Problem Solving; Middle School Teachers; Behavior Modification; Parent Participation; Partnerships in Education; Program Effectiveness; Grade 6; Grade 7; Grade 8

10.1177/0198742919888844

0198-7429

This exploratory study examined the efficacy of Conjoint Behavioral Consultation for addressing classroom disruptive behavior for middle school students with externalizing behavior problems. In addition, the parent-teacher relationship, parent and teacher competence in problem-solving, and acceptability were examined. Participants were parents and teachers of four middle school students with externalizing behavior problems. Disruptive classroom behavior data were examined in a concurrent multiple baseline across participants design. Parent-teacher relationship, competence in problem-solving, and acceptability data were examined descriptively. Findings suggested improvements in disruptive behavior for each participant. However, limitations impeded interpretations. Parent-teacher relationship data were inconclusive. Six out of eight parents and teachers with pretest and posttest data reported improvements in their competence in problem-solving. All parents and teachers perceived the consultation process favorably. Limitations and future directions are discussed.

As Provided

2020

EJ1270963