Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation

Autor/inn/en	Sheridan, Susan M.; Witte, Amanda L.; Kunz, Gina M.; Wheeler, Lorey A.; Angell, Samantha R.; Lester, Houston F.
Titel	Rural Teacher Practices and Partnerships to Address Behavioral Challenges: The Efficacy and Mechanisms of Conjoint Behavioral Consultation
Quelle	In: Elementary School Journal, 119 (2018) 1, S.99-121 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
Schlagwörter	Rural Schools; Educational Practices; Intervention; Experimental Groups; Control Groups; Family School Relationship; Problem Solving; Behavior Problems; Behavior Change; Outcomes of Treatment; Elementary School Teachers; Elementary School Students; Teacher Attitudes; Kindergarten; Grade 1; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungspraxis; Problemlösen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	The efficacy of conjoint behavioral consultation (CBC), a family-school partnership intervention, for teachers' practices and process skills was evaluated. Participants were 152 teachers of grades K-3 in 45 Midwest rural schools randomly assigned to treatment or control conditions. Treatment group teachers participated in an 8- to 10-week CBC intervention. Outcome measures were (a) self-reports of classroom practices and collaborative process skills and (b) direct observations of teachers' use of effective behavioral strategies. Relative to control group participants, there was a significant positive intervention effect on CBC teachers' self-report of appropriate behavioral strategies (ß = 0.47, p < 0.001), observations of their use of positive attention (ß = 0.50, p < 0.001) and positive consequences (ß = 0.72, p < 0.001), and competence in addressing problems (ß = 0.95, p < 0.001). Teachers' appropriate strategy use was mediated by their use of problem-solving processes. Implications for rural settings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01