Susan Sheridan, University of Nebraska-Lincoln
Todd Glover, University of Nebraska-Lincoln
Abstract: Early and comprehensive interventions that involve both schools and families hold promise for altering the negative trajectory of students with behavioral difficulties. This study involves an experimental investigation of the efficacy of a structured, family-school intervention approach, known as Conjoint Behavioral Consultation (CBC), for addressing disruptive and challenging behaviors of students at risk of academic failure. CBC is a four-stage problem solving consultation model (problem identification, problem analysis, treatment implementation, treatment evaluation) designed to improve academic and behavioral outcomes for students and to promote meaningful partnerships between families and schools. Over a 7-week period, CBC meetings are conducted in small groups and evidence-based behavioral interventions are implemented across home and school environments. Participants in the study are 270 students across 90 classrooms in grades 1-3, along with their parents and teachers. A two-cohort randomized experimental design is being used to evaluate the effect of CBC on student, parent, and teacher outcomes. Outcomes of interest include immediate and long-term student behavior and academic performance and perceptions among teachers and parents regarding their roles, participation, and involvement in the problem-solving process. Initial findings from the study will be presented.