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IES Grant

Title: A Randomized Trial of Conjoint Behavioral Consultation (CBC) in Rural Educational Settings: Efficacy for Elementary Students With Disruptive Behaviors
Center: NCSER Year: 2010
Principal Investigator: Sheridan, Susan Awardee: Board of Regents, University of Nebraska, University of Nebraska-Lincoln
Program: Social and Behavioral Outcomes to Support Learning      [Program Details]
Award Period: 4/1/2012-3/31/2014 Award Amount: $2,999,994
Goal: Efficacy and Replication Award Number: R324A100115
Description:

Purpose: The purpose of this project is to test the efficacy of Conjoint Behavioral Consultation (CBC) in rural Nebraska elementary schools. Students with social-behavioral problems early in their school careers are at high risk of developing long-term pervasive behavioral and academic problems. CBC is an indirect intervention that allows for individuation of parent- and teacher-delivered behavior plans that are grounded in ecological-behavioral theory, supported by empirical evidence, and implemented across multiple setting (e.g., home and school). Evidence for the efficacy of CBC exists, including small-n experimental designs and randomized trials in urban and suburban school settings. However, the CBC intervention has never been tested for efficacy in rural settings, where schools struggle to access specialized services, including consultation and parent involvement programs.

Project Activities: Elementary schools in rural Nebraska will be randomly assigned to either the intervention condition or the typical classroom service model. Approximately 270 Kindergarten through 3rd grade students with disruptive, externalizing behaviors will participate in the study. The CBC intervention will be implemented for eight weeks. Multiple rating scale and observational measures will be used to assess student behavioral and academic outcomes, and parent/teacher beliefs and practices and the family-school relationship. Researchers will also examine how fidelity of implementation influences treatment outcomes.

Products: The products of this project include evidence of the efficacy of CBC intervention, published reports, and presentations.

Structured Abstract

Setting: The research will occur in 90 Kindergarten to 3rd grade classrooms in rural elementary schools in Nebraska.

Population: Approximately 90 teachers will participate in the study; approximately 270 students (2–3 students per classroom) identified through a teacher screening as having disruptive, externalizing behaviors will participate.

Intervention: CBC focuses on improving student behaviors through structured problem solving and collaborative, consistent implementation of evidence-based interventions across home and school settings. In CBC, parents and teachers serve as joint consultees, and the consultation process is conducted with parents and teachers as partners in addressing student behavior problems that interfere with learning. Problems are identified, defined, analyzed, and treated through mutual and collaborative interactions between parents and teachers with the guidance and assistance of a consultant. In this project, consultants will implement the CBC intervention through a sequence of interviews and activities during pre-consultation and four formal stages: a) conjoint problem identification (Week 1), conjoint problem analysis/plan development (Week 2), behavior plan implementation and fidelity support (Weeks 3–6), and conjoint plan evaluation (Weeks 7–8).

Research Design and Methods: This study will utilize a three-cohort cluster-randomized trial with repeated measures design, where classrooms serve as the unit of randomization, and classrooms are nested within schools. Classrooms will be randomly assigned to the CBC intervention or to typical classroom services. The immediate and long-term (i.e., one year following participation) effects of CBC will be evaluated.

Control Condition: Participants in the control condition will receive typical services currently available through the school's district for students with behavioral concerns.

Key Measures: Multiple measures will be used to assess student behavioral (e.g., social-emotional functioning) and academic outcomes, and parent/teacher beliefs and practices (e.g., perceptions of parent efficacy) and the family-school relationship. Also, the researchers will collect data on the fidelity of the intervention implementation.

Data Analytic Strategy: Latent growth modeling with repeated measures nested within children, children nested within classrooms, and classrooms cross-classified within consultants and schools will be used to will be used to analyze differences between the growth rates of treatment and control students' behavioral and academic functioning. In addition, the researchers will investigate potential mediators (e.g., fidelity) and moderators (e.g., parent and teacher beliefs) of intervention effects.

Publications from this project:

Witte, A. L., & Sheridan, S. M. (2011). Family engagement in rural schools. In S. Redding, M. Murphy, & P. Sheley (Eds.), Handbook on family and community engagement (pp. 153–156). Lincoln, IL: Academic Development Institute/Center on Innovation and Improvement.

Kwon, K., Kim, E. M., & Sheridan, S. M. (2012). Behavioral competence and academic functioning among early elementary children with externalizing problems. School Psychology Review, 41, 123–140.

McCurdy, M., Coutts, M. J., Sheridan, S. M., & Campbell, L. M. (2012). Ecological variables in school-based assessment and intervention planning. In R. Brown-Chidsey & K. Andren (Eds.), Assessment for intervention: A problem-solving approach (2nd ed., pp. 39–61). New York, NY: Guilford.

Semke, C. A., & Sheridan, S. M. (2012). Family-school connections in rural educational settings: A systematic review of the empirical literature. School Community Journal, 22 (1), 21–48.

Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., & Kwon, K. (2012). A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent–teacher relationship. School Psychology Review, 41, 23–46.

Sheridan, S. M., Clarke, B. L., & Ihlo, T. B. (2012). Consultation in early childhood education: Ecological advances and research needs. In R. C. Pianta, L. M. Justice, W. S. Barnett, & S. M. Sheridan (Eds.), The handbook of early education (pp. 435–454). New York, NY: Guilford.

Sheridan, S. M., Sjuts, T. M., & Coutts, M. J. (2012). Understanding and promoting the development of resilience in families. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children (pp. 143–160). New York, NY: Springer.

Kim, E. M., Sheridan, S. M., Kwon, K., & Koziol, N. (2013). Parent beliefs and children's social-behavioral functioning: The mediating role of parent–teacher relationships. Journal of School Psychology, 51, 175–185.

Sheridan, S. M., Ryoo, J. H., Garbacz, S. A., Kunz, G. M., & Chumney, F. L. (2013). The efficacy of conjoint behavioral consultation on parents and children in the home setting: Results of a randomized controlled trial. Journal of School Psychology, 51, 717–733.

Clarke, B. L., Sheridan, S. M., & Woods, K. E. (2014). Conjoint behavioral consultation: Implementing a tiered home-school partnership model to promote school readiness. Journal of Prevention and Intervention in Communities, 42, 300–314.

Coutts, M. J., Sheridan, S. M., Sjuts, T. M., & Smith, T. E. (2014). Home–school collaboration for intervention planning. In J. T. Mascolo, V. C. Alfonso & D. P. Flanagan (Eds.), Essentials of planning, selecting and tailoring interventions for unique learners (pp. 92–119). Hoboken, NJ: Wiley.

Erchul, W. P., & Sheridan, S. M. (Eds.). (2014). Handbook of research in school consultation: Empirical foundations for the field (2nd ed.). Mahwah, NJ: Erlbaum.

Erchul, W. P., & Sheridan, S. M. (2014). The state of scientific research in school consultation. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for the field (2nd ed., pp. 3–17). New York, NY: Taylor & Francis Group/ Routledge.

Kwon, K., Kim, E. M., & Sheridan, S. M. (2014). The role of beliefs about the importance of social skills in elementary children's social behaviors and school attitudes. Child and Youth Care Forum, 43, 455–467. doi:10.1007/s10566–014–9247–0

Minke, K., Sheridan, S. M., Kim, E. M., Ryoo, J. H., & Koziol, N. (2014). Congruence in parent–teacher relationships: The role of shared perceptions. The Elementary School Journal, 114, 527–546.

Schwehr, E., Bocanegra, J. O., Kwon, K., & Sheridan, S. (2014). Impact of children's identified disability status on parent and teacher behavior ratings. Contemporary School Psychology, 18, 133–142.

Sheridan, S. M. (2014). Single-case designs and large N studies: The best of both worlds. In T. R. Kratochwill & J. R. Levin (Eds.), Single case intervention research design and analysis (pp. 299–308). Washington, DC: American Psychological Association.

Sheridan, S. M. (2014). The tough kid: Teachers and parents as partners. Eugene, OR: Pacific Northwest Publishing.

Sheridan, S. M., Clarke, B. L., & Christenson, S. L. (2014). Best practices in promoting family engagement in education. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Systems-level services (pp. 439–453). Bethesda, MD: National Association of School Psychologists.

Sheridan, S. M., Clarke, B. L., Ransom, K. A. (2014). The past, present, and future of Conjoint Behavioral Consultation research. In W. Erchul, & S. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for the field (2nd ed., pp. 210–247). New York, NY: Routledge.

Sheridan, S. M., & Erchul, W. P. (2014). Final comments on school consultation research. In W. P. Erchul & S. M. Sheridan (Eds.), Handbook of research in school consultation: Empirical foundations for the field (2nd ed., pp. 525–532). New York, NY: Taylor & Francis Group/Routledge.

Sheridan, S. M., Koziol, N., Clarke, B. L., Rispoli, K., & Coutts, M. J. (2014). The influence of rurality and parental affect on kindergarten children's social and behavioral functioning. Early Education and Development, 25, 1057–1082.

Sheridan, S. M., Moen, A., & Bhatia, S. (2014). Family-centered positive psychology: A framework for research-based practices. In L. M. Edwards, S. J. Lopez, & S. C. Marques (Eds.), The Oxford handbook of positive psychology (3rd ed.). New York, NY: Oxford University Press.

Sheridan, S. M., Rispoli, K., & Holmes, S. (2014). Treatment integrity in conjoint behavioral consultation: Active ingredients and potential pathways of influence. In L. Sanetti & T. Kratochwill (Eds.), Treatment integrity: A foundation for evidence-based practice in applied psychology (pp. 255–278). Washington, DC: American Psychological Association.

Garbacz, S. A., McDowall, P. S., Schaughency, E., Sheridan, S. M., & Welch, G. W. (2015). A multidimensional examination of parent involvement across child and parent characteristics. The Elementary School Journal, 115, 384–406.

Garbacz, S. A., Swanger-Gagné, M. S., & Sheridan, S. M. (2015). The role of school–family partnership programs for promoting student SEL. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), The handbook of social and emotional learning (pp. 244–260). New York, NY: Guilford.

Sheridan, S. M., & Kim, E. M. (2015). Foundational aspects of family–school connections: Definitions, conceptual frameworks, and research needs. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: An interdisciplinary examination of state of the science and critical needs (Vol. 1, pp. 1–14). New York, NY: Springer.

Sheridan, S. M., & Kim, E. M. (2015). Processes and pathways of family–school partnerships. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: An interdisciplinary examination of state of the science and critical needs, Vol 2. New York, NY: Springer.

Clarke, B. L., Koziol, N. A., & Sheridan, S. M. (in press). The effects of rurality on parents' engagement in children's early literacy. In G. C. Nugent, G. M. Kunz, S. M. Sheridan, T. A. Glover, & L. L. Knoche (Eds.), Rural education research: State of the science and emerging directions. New York, NY: Springer.

Garbacz, S. A., Sheridan, S. M., Koziol, N., Kwon, K., & Holmes, S. R. (in press). Congruence in parent–teacher communication: Implications for the efficacy of CBC for students with behavioral concerns. School Psychology Review.

Holmes, S. R., Witte, A. L., & Sheridan, S. M. (in press). Conjoint behavioral consultation in rural schools. In K. Michael & J. Jameson (Eds.), Handbook of rural school mental health. New York, NY: Springer.

Sheridan, S. M., Holmes, S. R., Smith, T. E., & Moen, A. L. (in press). Complexities in field-based partnership research: Exemplars, challenges, and an agenda for the field. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: An interdisciplinary examination of state of the science and critical needs, Vol 3. New York, NY: Springer.

Sheridan, S. M., & Kim, E. M. (in press). Contexts of family–school partnerships: Research, practice, and policy. In S. M. Sheridan & E. M. Kim (Eds.), Research on family–school partnerships: An interdisciplinary examination of state of the science and critical needs, Vol 3. New York, NY: Springer.

Sheridan, S. M., Kunz, G. M., & Witte, A. (in press). Rural parents and teachers as partners. In G. C. Nugent, G. M. Kunz, S. M. Sheridan, T. A. Glover, & L. L. Knoche (Eds.), Rural education research: State of the science and emerging directions. New York, NY: Springer.


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