Conjoint Behavioral Consultation in Rural Schools: Do Student Effects Maintain after 1 Year?

Autor/inn/en	Sheridan, Susan M.; Witte, Amanda L.; Wheeler, Lorey A.; Eastberg, Samantha R. A.; Dizona, Paul J.; Gormley, Matthew J.
Titel	Conjoint Behavioral Consultation in Rural Schools: Do Student Effects Maintain after 1 Year?
Quelle	In: School Psychology, 34 (2019) 4, S.410-420 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheridan, Susan M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000279
Schlagwörter	Behavior Problems; Rural Schools; Behavior Modification; Consultation Programs; Family School Relationship; Intervention; Student Behavior; Interpersonal Competence; Adjustment (to Environment); Followup Studies; Program Effectiveness; Kindergarten; Elementary School Students; Grade 1; Grade 2; Grade 3 + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Behaviour modification; Verhaltensänderung; Fachberatung; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Follow-up studies; Kontaktstudium; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	Challenging behavior problems are common in early childhood and, if left untreated, may escalate into more severe and intractable problems in adolescence and early adulthood. This trajectory is of particular importance in rural schools, where disruptive behaviors are more prominent than in urban and suburban schools. Conjoint behavioral consultation (CBC) is a family-school partnership intervention with documented efficacy in producing immediate decreases in child problem behaviors and increases in child adaptive behaviors and social skills. The purpose of the present study was to determine whether the immediate effects of CBC maintain over a 1-year follow-up period. Participants at study enrollment were students (N = 267) and their parents, as well as both the students' original (N = 152) and subsequent (N = 135) teachers in 45 Midwest rural schools. At the time of initial study enrollment, students were assigned randomly to an active CBC intervention or "business as usual" control condition. Results demonstrated that immediate effects of parent-rated adaptive and social skills and teacher-rated school problems were maintained at the 1-year follow-up. Additionally, for parent-rated adaptive skills and teacher-rated school problems, improvements during the maintenance phase were statistically equivalent to gains in the control group. However, increases in parent-rated social skills for the control group during the follow-up phase significantly outpaced increases among the CBC group. Implications for use of CBC in rural communities, as well as future research directions, are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01