Project Activities
The research team conducted a cluster randomized controlled trial with teachers of students in kindergarten through grade 5 to examine the efficacy of CBC on Latinx students identified as at risk for EBD A total of 110 Kindergarten through 5th grade teachers were recruited and randomly assigned to the CBC intervention condition or business-as-usual comparison condition. Within participating classrooms, 155 Latinx students identified as at risk for EBD participated along with their parents or primary caregiver. Data collection was completed prior to CBC implementation, immediately after the intervention, and at two follow-up points Researchers also examined key variables that may moderate or mediate intervention effects and long-term impacts of CBC.
Structured Abstract
Setting
The research occurred in elementary schools with high Latinx student populations across urban and rural school districts in Nebraska and Colorado.
Sample
A total of 110 kindergarten through 5th grade teachers and 155 Latinx students and their primary caregivers participated in the study assessing intervention outcomes. In addition, in a targeted qualitative study delving into the cultural relevance of the CBC intervention for families and students from Latinx backgrounds, a total of 17 teachers and 13 parents (including English-speaking, bilingual English/Spanish, and Spanish-speaking) participated in focus groups and semi-structured interviews.
Conjoint behavioral consultation (also known as Teachers and Parents as Partners, or TAPP) is an 8-week intervention that 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 implemented the intervention through a sequence of interviews and activities during pre-consultation and four formal stages: (1) Building on Strengths, (2) Planning for Success, (3) Plan Implementation, and (4) Checking and Reconnecting.
Research design and methods
This study used a cluster randomized controlled trial with repeated measures design in which teachers served as the unit of randomization, with teachers nested within schools. Within participating classrooms, teachers screened students to identify 1 to 3 Latinx students per classroom identified as at risk for EBD. The immediate and long-term (i.e., the following fall and spring semester) impact of CBC on student outcomes were evaluated. Effects on parenting practices, teacher strategy use, problem solving competencies, and parent-teacher relationships were also assessed. Data collection was completed prior to CBC implementation, immediately after the intervention, and at two follow-up points the following academic year to examine student behavioral and academic outcomes, parent/teacher beliefs and practices, and the family-school relationship. Finally, researchers examined key variables that moderated intervention effects.
Control condition
In the control condition, teachers and their students received business-as-usual instruction, services, and professional development.
Key measures
The Behavioral and Emotional Screening System was used to identify students at risk for EBD. Student academic achievement was assessed with the Woodcock Johnson-III, or if Spanish was the student’s primary language, the Woodcock-Munoz (Spanish adaptation). Student behaviors were assessed with teacher and parent reports using the Behavior Assessment System for Children-2nd edition and the Social Skills Improvement System. Researchers also conducted classroom observations and collected Parent Daily Reports. Measures used to examine key moderators included the Positive Perceptions about School Scale to assess school climate, reports on family poverty status, and the Multidimensional Acculturation Scale to assess cultural identity, language, and cultural competency. The Parent-Teacher Relationship Scale measured cohesion and communication between parents and teachers, the Competence in Problem Solving Scale assessed their problem-solving abilities, and the Parent Role Construction Scale assessed parents’ roles and beliefs about involvement in their child’s education. The Behavior Intervention Rating Scale examined the acceptability of CBC to parents and teachers of Latinx students.
Data analytic strategy
To test the efficacy of CBC on student outcomes, repeated measures analysis of covariance was used, with condition (control, CBC) as the between groups factor and time (pretest, posttest) as the within groups factor. An omnibus Wald test was used to test for overall differences. Follow-up analyses to identify the differences included calculating standardized differences (d statistic) capturing pre- to post-test change by condition. To test the efficacy of CBC on parent and teacher outcomes, analysis of covariance was used to test for condition differences in outcomes at posttest, controlling for pretest levels. Finally, the research team examined moderators of the effects of CBC on student outcomes by using analysis of covariance models.
Key outcomes
Key Outcomes: The main findings of this project, as reported by the principal investigator, are as follows:
- Student Social-Behavioral Outcomes: Latinx students whose parents and teachers participated in TAPP para Familias Latinas showed significant improvements in prosocial and adaptive skills, behavioral challenges, and attention and learning problems.
- Parent-Teacher Relationships: Parents of Latinx students who participated in the intervention reported significantly greater improvements in their relationship with their child’s teacher, including mutual support, respect/expectations, communication, problem solving, and fewer barriers. Teachers reported significantly greater gains in their interactions and communication with Latinx parents.
- Parent and Teacher Beliefs and Competencies: Latinx parents who participated in the intervention expressed significantly greater gains than other parents in their ability to solve problems about their child’s behaviors. There were no differences in parents’ use of consistent discipline or warmth, or beliefs about their role or involvement in their child’s education. Teachers reported significantly greater gains in their ability to solve student behavioral problems and use behavioral strategies in the classroom.
- Social Validity: Parents and teachers of Latinx students who participated in the intervention reported overwhelmingly positive experiences with CBC. They rated the intervention as highly acceptable and culturally appropriate. Parents s reported that CBC resulted in (a) improved parent-teacher relationships (co-equality, rapport, and quantity and quality of communication); (b) increased parent competence and confidence (improved practices and strategies, insight into their child, parent-child relationships, and self-efficacy); and (c) family benefits beyond the child (fit with family culture, parent voice, empowerment). Teachers experienced (a) improved relationships with parents, students, and the CBC consultant; (b) enhanced teacher skills; (c) fewer barriers to join with families; and (d) greater insights and perspectives on families.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Project website:
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Brown, K. E., Chen, D., Wheeler, L. A., Sheridan, S. M., Witte, A. L., Gormley, M. J., Lee, S., Brower, E. S., & Gomes, R. T. M. (2021). Parent-teacher relationships: Factors that influence dyadic congruence [Manuscript submitted for publication]. IES funding acknowledged: R324A160017
Wheeler, L. A., Brown, K. E., Chen, D., & Sheridan, S. M. (2023). Assessing Parent-Teacher Relationships: Measurement Invariance Across Language among Latinx Parents. [Manuscript near submission]. IES funding acknowledged: R324A160017
Available data:
Interested individuals can contact the research team for information on the availability of data from this project.
Additional project information
Additional online resources and information:
Twitter: https://twitter.com/tappworks
Facebook: https://www.facebook.com/TAPPmodel
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