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

Autor/inn/en	Garbacz, S. Andrew; Beattie, Tiffany; Novotnak, Tanya; Kurtz-Nelson, Eva; Zahn, Miranda; Yim-Dockery, Huna; Cohenour, Jessica; Jordan, Phoebe
Titel	Examining the Efficacy of Conjoint Behavioral Consultation for Middle School Students with Externalizing Behavior Problems
Quelle	In: Behavioral Disorders, 46 (2020) 1, S.3-17 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beattie, Tiffany)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742919888844
Schlagwörter	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; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Kompetenz; Problemlösen; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Behaviour modification; Verhaltensänderung; Elternmitwirkung; Hochschulpartnerschaft; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	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).
Anmerkungen	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: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01