Supporting the Inclusion of Students with Emotional and Behavioural Disorders: Examples Using Conjoint Behavioural Consultation and Self-Management

Autor/in	Wilkinson, Lee A.
Titel	Supporting the Inclusion of Students with Emotional and Behavioural Disorders: Examples Using Conjoint Behavioural Consultation and Self-Management
Quelle	In: International Journal of Special Education, 20 (2005) 2, S.73-84 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Inclusive Schools; Norm Referenced Tests; Behavior Disorders; Teaching Methods; Mainstreaming; Emotional Disturbances; Student Behavior; Behavior Modification; Parent Teacher Cooperation; Teacher Attitudes; Classroom Techniques; Grade 4; Elementary School Students; Consultants; Self Management; Florida + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Gefühlsstörung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Lehrerverhalten; Klassenführung; School year 04; 4. Schuljahr; Schuljahr 04; Consultant; Berater; Selbstmanagement
Abstract	Conjoint behavioural consultation (CBC) is an indirect form of service delivery in which parents and teachers are joined together in a collaborative effort to meet the academic, social, and behavioral needs of children. The purpose of this study was to illustrate the utility of CBC as a method of supporting the inclusion of 2 students with emotional and behavioral disorders (EBD) in mainstream classrooms. A case study design with replication across participants and a follow-up phase was employed to assess the effectiveness of an evidence-based intervention (self-management) delivered in the context of the CBC model. Results indicated a significant increase in teacher ratings of behavioural control (on-task and compliant behavior) from baseline to treatment. Positive treatment effects were maintained at a 4-week follow-up. Norm referenced measures produced statistically reliable and clinically meaningful changes in teachers' perceptions of disruptive behavior following treatment. Parents and teachers indicated satisfaction with consultation services and viewed CBC as an acceptable and effective model of home-school collaboration and shared problem-solving. The findings are discussed in relation to the limitations of the study, and to future research directions and implications for practice. (Contains 1 table and 2 figures.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10